Purpose: This study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject. Design/methodology/approach: Thirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types. Findings: The findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”. Research limitations/implications: Hong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics. Originality/value: This study has proposed an original framework for describing mathematical disposition. Copyright © 2023 Emerald Publishing Limited.

Background and aims: Mathematics is one of the critical elements of STEM education. However, the importance of mathematics has not been fully emphasized in the practice of STEM education (Martín‐Páez et al., 2019). Promoting STEM education in mathematics education is one of the focal points of the Hong Kong school curriculum (CDC, 2017). In this study, we introduced an innovative STEM learning activity in the classroom based on the topic of 3D shapes in the primary mathematics curriculum. The aim was to provide an example of a school-based mathematics curriculum integrated with STEM education and offer teachers the design and development of STEM pedagogy.Methodology or process(es) undertaken: Focusing on the learning objective of recognizing the concept of 3D shape, we designed an interdisciplinary STEM learning activity in grade two in a Hong Kong primary school. Students learned the concept of a cylinder in the Funny Zoetrope Project. A curriculum consultant, a mathematics teacher and a visual art teacher collaborated to implement the whole teaching design within seven lessons (five mathematics lessons and two visual art lessons). A series of learning booklets were designed for teaching and learning. Regarding the process of preliminary preparation, teaching arrangement, course implementation, and after-class feedback, the STEM learning activity was incorporated into the school-based mathematics curriculum.Results and conclusions: The STEM learning activity based on the mathematical topic provides students with opportunities to see, know and understand the mathematical concept in STEM education. Students experience interdisciplinary learning during the process of making a zoetrope. They learn to integrate and apply knowledge and skills they have learned in mathematics and visual art. Some generic skills such as problem-solving, collaboration, communication, and self-assessment skills are also developed. Copyright © 2022 7th STEM in Education Conference.

Background and aims: The theoretical rationale of STEM education has originated from the curriculum integration theories. Numerous studies have discussed the integration of STEM education in covering the interconnected nature of the four disciplines and real-life problems. Three approaches have been widely mentioned, which included multidisciplinary, interdisciplinary and transdisciplinary (Vasquez et al., 2013). Although teachers play a core role in designing and implementing STEM pedagogy at schools, little research explored mathematics teachers’ views of STEM. Hence, this exploratory study aims to explore mathematics teachers’ perceptions of STEM education to address the issue. Specifically, the study sought to describe the concerns and challenges faced by Hong Kong mathematics teachers in implementing STEM education, and to expand our understanding of implementing STEM education in mathematics teaching.Methodology or process(es) undertaken: By purposive sampling, nine Hong Kong mathematics teachers (4 primary, 5 secondary) were invited into online interviews. Interviewees were selected based on the criteria that they had taught mathematics in schools and had participated in STEM education. Their teaching experience ranged from 5 to 15 years. They were asked to report their views on the goals and values of STEM education, the approaches of STEM integration, challenges they faced, and its relationship to mathematics.Results and conclusions: It is found that two values of STEM education are recognized by Hong Kong mathematics teachers, which include promoting students' personal development and social technological innovation. Three integration approaches of STEM pedagogy (multidisciplinary, interdisciplinary and transdisciplinary) are identified. The transdisciplinary approach is most preferred, but the interdisciplinary approach is most adopted. Teachers perceives both internal and external challenges when implementing STEM at schools. The external challenges are related