Book

STEM and Computational Thinking (STEM–CT) in Mathematics Education Teacher Professional Development, Classroom Implementation, and Mathematical Problem-Solving How can mathematics education respond to the demands of a rapidly changing technological world? How can teachers integrate STEM and computational thinking into meaningful mathematics instruction? And how can these approaches support students in developing stronger mathematical problem-solving practices? STEM and Computational Thinking (STEM–CT) in Mathematics Education explores these questions by examining the connections among teacher professional development, classroom implementation, and mathematical problem-solving. The book presents STEM–CT not simply as the integration of technology into mathematics classrooms, but as an approach that encourages reasoning, problem decomposition, pattern recognition, logical thinking, inquiry, collaboration, and the application of mathematics to meaningful problems. Drawing on educational perspectives, classroom experiences, and empirical insights, the book highlights the important role of teachers in translating STEM–CT principles into effective instructional practices. It examines teachers’ perceptions, professional learning experiences, implementation processes, and the challenges they encounter when introducing innovative approaches into mathematics instruction. Particular emphasis is placed on mathematical problem-solving as a central goal of mathematics education. Through STEM–CT-oriented learning environments, students can be encouraged to investigate authentic problems, construct and evaluate solutions, use representations and digital tools, and develop mathematical reasoning beyond routine procedural tasks. This book is intended for mathematics teachers, teacher educators, educational researchers, postgraduate students, curriculum developers, and education practitioners interested in STEM education, computational thinking, mathematics instruction, and teacher professional development.