Obstacles to using the STEM integration approach in teaching mathematics to gifted secondary school students in Makkah Al-Mukarramah from the teachers’ point of view

Abstract

The study aimed to identify the obstacles facing the use of the integration approach in teaching mathematics to gifted students at the secondary stage in Makkah Al-Mukarramah from the point of view of teachers. In order to answer the questions of the study, the researcher used the descriptive and analytical approach due to its relevance to the subject of the study, and to achieve the objectives of the study, the researcher used the questionnaire as a tool for collecting information about the study. In the Kingdom of Saudi Arabia, the academic year (1440-1441 AD). The study reached several results, where the study showed that there is a discrepancy in the degrees, as the most important obstacles facing the application of the Steam entrance is the weak use of technology and engineering design for the teacher with an average value of (2.40), then the teacher's lack of skills to apply the integrative-oriented activities of STEM With an arithmetic average value of (2.39). Based on the results of the study, one of its most important recommendations was to develop the school environment to suit STEM activities, activate the role of school leaders and supervisors in implementing the STEM approach in schools, and train teachers on the mechanisms of implementing.