The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The analysis of STEAM learning concepts from the literature provided three sub-constructs under the prospects – STEAM movement, the purpose of STEAM education, and benefits of STEAM education. The sub-constructs under priorities of STEAM education were – curriculum integration in STEAM and STEAM education as a curriculum reform. The sub-constructs of STEAM education as a process were – the pedagogical process and assessment in STEAM education. The sub-constructs of the problems in STEAM education were – critiques against STEAM education and the challenges of STEAM education. Finally, we discussed findings and presented some implications of STEAM education.

Representation is an important element for teaching and learning mathematics since utilization of multiple modes of representation would enhance teaching and learning mathematics. Representation is a sign or combination of signs, characters, diagram, objects, pictures, or graphs, which can be utilized in teaching and learning mathematics. Normally, there are four modes of representations in the domain of mathematics: (1) verbal, (2) graphic (3) algebraic, and (4) numeric. Certain type of representations can be dominant in teaching and learning mathematics; however, representation needs to be translated from one mode to another mode. Translation of modes of representation is an important skill that learners need to develop in order to be more proficient in learning mathematics. In the last couple of decades, the role of representation in mathematics education has been increased but requires more research studies to explore various aspects of representations.

This case study investigated two pre-service elementary teachers’ changes in beliefs towards mathematics, learning mathematics, and teaching mathematics from the beginning to the end of mathematics methods courses. One of the participants had mathematics learning disability (MLD). The analysis of data gathered using concept maps and interviews at the beginning and end of the method courses revealed mixed findings between the two participants. The findings indicated that both pre-service teachers held negative beliefs before they took methods courses because they believed mathematics was boring, confusing, time-consuming, and a difficult subject. The data also suggested that learning mathematics was difficult and teaching mathematics was challenging. Their negative beliefs were associated primarily with their past school experiences as well as instructional strategies employed at school. One of the participants positively changed her beliefs at the end of the method courses since she described mathematics as a dynamic, creative, and useful subject. However, the other participant with MLD still held negative beliefs primarily about mathematics, as well as for learning and teaching mathematics at the end of the method courses. Data also revealed that utilizing appropriate instructional strategies based on individuals learning styles helped to make learning and teaching mathematics easy and interesting.

This study examined high school mathematics teachers’ job satisfaction and professional growth in Nepal. The data were collected from 49 high school mathematics teachers using a structured questionnaire with Likert-scale items and some open-ended questions. The quantitative and qualitative analysis revealed mixed findings. Mathematics teachers were relatively satisfied with their profession; however, various factors were important for job satisfaction and professional growth. The three most important were inservice training and educational resources, schools’ infrastructure, and financial incentives. The data analysis further contends that the school education system must be free from politics, and the procedure of forming the school management committee (SMC) must be isolated from political intervention. Furthermore, school teachers are prohibited or discouraged from participating in politics as political cadres. The data revealed that the different teachers’ unions need to work on behalf of teachers’ welfare rather than carry forward their political parties’ agendas and ideologies.

Textbooks play a vital role in the Nepali education system since they are one of the main resources for teaching and learning mathematics. Because of poor physical infrastructure and inadequate educational resources, both teachers and students heavily rely on textbooks. In this regard, this study investigated the mathematics textbook authors' experiences and motivation, and what types of didactical knowledge were utilised while writing textbooks. A convenient yet purposeful sampling method was utilised to select four participants. The data analysis unveiled that each textbook author had different types of motivation and experiences, and only one participant was aware of the ideas of didactical knowledge and utilised them to some extent in textbooks. The writing process was more influenced by the examination, mathematical content, and classroom experiences. As a result, textbooks seemed to be content-heavy and examination-oriented. Additional professional development programmes likely would help authors to produce more effective textbooks in Nepal.

This study investigates the causes of mathematics anxiety, its effect on mathematical performance, and the influence of field placement among preservice teachers enrolled in a field-based elementary mathematics methods course. To investigate this, the study utilized four tools: the Abbreviated Mathematics Anxiety Rating Scale (A-MARS), concept maps, Praxis Core test score, and questionnaires. The quantitative analysis indicates a negative correlation between anxiety and math performance. The analysis of concept maps and questionnaires indicate that key contributors to math anxiety include pop-up quizzes, tests, exams, memorization of mathematical ideas, and past negative experiences with school mathematics. The qualitative data analysis revealed that reduced mathematics anxiety during field placements was primarily due to practical teaching experience, constructive feedback, positive student interactions, and opportunities for observation and reflection. Understanding the root causes of mathematics anxiety is essential for supporting preservice teachers and improving their teaching effectiveness. Additionally, field placements play a crucial role in reducing math anxiety by providing hands-on teaching experience and building confidence. It is important to alleviate math anxiety in preservice teachers to have a more positive impact on their future students.