Elementary school teacher’s perspectives towards developing mathematics literacy through a STEAM-based approach to learning

Abstract

Abstract This research aimed to investigate teacher’s views about developing mathematical literacy through a STEAM-based approach to learning. The study used descriptive, qualitative data collection through observation, questionnaires, and interviews. The study involved fifth-grade elementary school teachers who have educator certificates and are mathematics expert teachers in Banda Aceh. The results show that the teachers agreed that the STEAM Project should start from an elementary school level of skills necessary for the project, but they did not yet understand the STEAM Project concept as a multidisciplinary learning approach nor they have the knowledge needed to implement it. They argued that the procedural demands during the implementation of the project were confusing, resulting in the achievement of content material taking precedence over developing students’ mathematical literacy. They were also not used to connecting mathematics with the context of everyday life problems, so further guidance for teachers is essential for this approach to be successful. The results of this study are expected to provide teacher’s views about student mathematical literacy and STEAM Project so that it becomes a reference in facing challenges in the global scope.