Teachers’ conceptions of the role of mathematics in STEM higher education
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| Veröffentlicht in: | Disciplinary and Interdisciplinary Science Education Research vol. 7, no. 1 (Dec 2025), p. 15 |
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| 045 | 2 | |b d20251201 |b d20251231 | |
| 100 | 1 | |a Koerfer, Ebba |u Uppsala University, Department of Physics and Astronomy, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 245 | 1 | |a Teachers’ conceptions of the role of mathematics in STEM higher education | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a This empirical study investigates university teachers’ conceptions of the role of mathematics within science, technology, engineering, and mathematics (STEM) higher education disciplines, employing a phenomenographic approach to capture variation among perspectives of educators in chemistry, computer science, geoscience, and physics. Despite the significant reliance on mathematics across these disciplines, little is known about how educators conceptualise its role. Our study aims to contribute to this research by performing a phenomenographic analysis of semi-structured interviews with 16 teachers at a Swedish university. Through our analysis, we identified five hierarchically inclusive categories that represent increasingly sophisticated conceptions of the role of mathematics: as a computational tool, a language for communication, a key to understanding, an agent for development, and a philosophical foundation. These categories reflect both the instrumental and intrinsic roles that mathematics plays within other STEM disciplines, extending previous empirical findings that predominantly focus on students’ conceptions. We aim to raise awareness among educators, encouraging reflection on how their conceptions influence teaching and fostering a deliberate consideration of mathematics’ role in instruction. By understanding these varied conceptions, STEM educators can enhance instructional strategies and support student engagement with mathematics in a more meaningful way. | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Higher education | ||
| 653 | |a Students | ||
| 653 | |a Computer science | ||
| 653 | |a Success | ||
| 653 | |a Curricula | ||
| 653 | |a Mathematics education | ||
| 653 | |a Chemistry | ||
| 653 | |a University faculty | ||
| 653 | |a STEM education | ||
| 653 | |a Influence | ||
| 653 | |a Teachers | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Physics | ||
| 653 | |a Science education | ||
| 653 | |a Earth science | ||
| 653 | |a Learning | ||
| 653 | |a Literacy | ||
| 653 | |a Educational Practices | ||
| 653 | |a Educational Research | ||
| 653 | |a Educational Methods | ||
| 653 | |a Computer Science Education | ||
| 653 | |a Mathematics Achievement | ||
| 653 | |a Numeracy | ||
| 653 | |a Mathematics Teachers | ||
| 653 | |a Beliefs | ||
| 653 | |a Fundamental Concepts | ||
| 653 | |a Science Curriculum | ||
| 653 | |a Mathematical Models | ||
| 653 | |a Engineering Education | ||
| 653 | |a Cognitive Structures | ||
| 653 | |a Mathematical Concepts | ||
| 653 | |a College Science | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Programming | ||
| 653 | |a Calculus | ||
| 700 | 1 | |a Polverini, Giulia |u Uppsala University, Department of Physics and Astronomy, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Elmgren, Maja |u Uppsala University, Department of Chemistry – Ångström Laboratory, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Eriksson, Lars-Henrik |u Uppsala University, Department of Information Technology, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Freyhult, Lisa |u Uppsala University, Department of Physics and Astronomy, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Herbert, Roger B. |u Uppsala University, Department of Earth Sciences, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Ho, Felix M. |u Uppsala University, Department of Chemistry – Ångström Laboratory, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Solders, Andreas |u Uppsala University, Department of Physics and Astronomy, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 700 | 1 | |a Eckerdal, Anna |u Uppsala University, Department of Information Technology, Uppsala, Sweden (GRID:grid.8993.b) (ISNI:0000 0004 1936 9457) | |
| 773 | 0 | |t Disciplinary and Interdisciplinary Science Education Research |g vol. 7, no. 1 (Dec 2025), p. 15 | |
| 786 | 0 | |d ProQuest |t Science Database | |
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| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227761137/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |