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Understanding Teachers' Conceptions of Mathematics in STEM Higher Education

Strategic Insights

— 2 min read

A new study conducted by researchers from Uppsala University has shed light on how university teachers perceive the role of mathematics in science, technology, engineering, and mathematics (STEM) higher education disciplines. The study employed a phenomenographic approach to analyze the conceptions of educators in chemistry, computer science, geoscience, and physics. The research found that teachers' conceptions of mathematics vary, ranging from viewing it as a computational tool to a philosophical foundation. The study aims to encourage educators to reflect on their conceptions and foster a more deliberate consideration of mathematics' role in instruction.

Key Takeaways:

  • The study investigated the conceptions of 16 university teachers in chemistry, computer science, geoscience, and physics regarding the role of mathematics in STEM higher education disciplines.
  • The researchers identified five hierarchically inclusive categories that represent increasingly sophisticated conceptions of the role of mathematics: as a computational tool, a language for communication, a key to understanding, an agent for development, and a philosophical foundation.
  • The categories reflect both the instrumental and intrinsic roles that mathematics plays within other STEM disciplines, extending previous empirical findings that predominantly focus on students' conceptions.
  • The study aims to raise awareness among educators, encouraging reflection on how their conceptions influence teaching and fostering a deliberate consideration of mathematics' role in instruction.
  • The research suggests that understanding teachers' conceptions of mathematics can enhance instructional strategies and support student engagement with mathematics in a more meaningful way.
  • The study was conducted by a team of researchers from Uppsala University, including Ebba Koerfer, Giulia Polverini, Maja Elmgren, Lars-Henrik Eriksson, Lisa Freyhult, Roger B. Herbert, Felix M. Ho, Andreas Solders, Anna Eckerdal.
  • The study was published in the journal Disciplinary and Interdisciplinary Science Education Research, is available at https://doi-org.sdpl.idm.oclc.org/10.1186/s43031-025-00135-x.

Statistics:

  • The study analyzed the conceptions of 16 university teachers in STEM higher education disciplines.
  • The researchers identified five hierarchically inclusive categories that represent increasingly sophisticated conceptions of the role of mathematics.
  • The categories reflect both the instrumental and intrinsic roles that mathematics plays within other STEM disciplines.
  • The study found that teachers' conceptions of mathematics vary in how they perceive its role in instruction.

Sources:

  • Teachers' conceptions of the role of mathematics in STEM higher education. Disciplinary and Interdisciplinary Science Education Research, 2025,7(1):1-15.
  • DOI: https://doi-org.sdpl.idm.oclc.org/10.1186/s43031-025-00135-x
  • Uppsala University Researchers Have Provided New Study Findings on Science Education (Teachers' conceptions of the role of mathematics in STEM higher education). Education Letter. September 3, 2025; p 651.

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