A Study of Mathematics Infusion in Middle School Technology Education Classes

The transition into the twenty-first century has led to a greater emphasis placed on student proficiencies in Science, Technology, Engineering, and Mathematics (STEM), with a particular focus on how these skills will help students thrive in the technological world and society. Most jobs require some level of mathematical proficiency, and mathematics skills are crucial for successful integration and independence in the home and community (Patton, Cronin, Bassett, & Koppel, 1997). Yet, mathematical achievement in the United States has been below the level attained by students in other countries, with American students becoming notably behind once they reach late middle school (U.S. Department of Education, 2008). To address these weaknesses, educators have developed various methods to increase student’s STEM content knowledge. These include, but are not limited to, furthering teacher’s professional development (PD) requirements, varying curriculum, and adding additional STEM classroom time.