Possibilities for Implementation of STEM Education in Zimbabwean Under-Resourced Mathematics Classrooms

Abstract

STEM (Science, Technology, Engineering, and Mathematics) is a current buzzword in school
education in many countries. Thispaper reflects on the meaning of STEM education and
considers how the kind of learning and instruction implied in this thrust could play out in
under-resourced Zimbabwean mathematics classroom environments. This qualitative case
study, explores the implementation of STEM education in the mathematics classrooms. Three
(3) form three mathematics teachers teaching at two (2) community high schools were
interviewed and observed teaching. Seventy (70) form three pupils completed an open-ended
questionnaire. Narratives from the questionnaire and interview transcripts were analysed
thematically. Results show that mathematics is not being taught as a practical subject. STEM
has been introduced in schools but very little professional development on how to implement
it has been done. STEM policies exist in schools but these policies seem not be fully adhered
to, and may thus impact negatively on the quality of STEM programmes. Inquiry-based
teaching strategies are not being utilised. Learners are not allowed to bring smart phones to
school for learning purposes. After examining the main defining characteristics of STEM
education, the paper proposes an instructional orientation that privileges inquiry and
investigations and draws heavily from local everyday life phenomena, especially in less
affluent community schooling environments. The phenomena may include indigenous
knowledge resources and practices familiar to the learners while exploiting whatever limited
but available ICT affordances.