Integrating STEM Approaches in Algebra Instruction to Improve Students’ Mathematical Representation Skills

Abstract

Students’ difficulties in constructing and translating visual, symbolic, and verbal mathematical representations in algebra highlight the need for instructional approaches that promote deeper conceptual understanding. This study investigates the effectiveness of a STEM-integrated algebra instruction model in improving students’ mathematical representation skills. Using a quasi-experimental pretest–posttest non-equivalent control group design, two intact classes were assigned as the experimental group, which received STEM-based lessons incorporating problem-based activities, engineering design processes, and technology-assisted visualization, and the control group, which learned through conventional procedural instruction. Data were collected through a Mathematical Representation Test, classroom observations, and student interviews. The results show that the experimental group achieved significantly higher posttest scores and gain scores than the control group, supported by a large effect size and ANCOVA results confirming the independent influence of the STEM intervention. Qualitative findings further indicate enhanced engagement, smoother representational transitions, and deeper comprehension among students exposed to STEM-based activities. These results demonstrate that STEM-integrated instruction substantially strengthens students’ algebraic representation skills by promoting contextual problem-solving, interdisciplinary reasoning, and dynamic visualization. The study concludes that STEM approaches provide an effective pedagogical framework for improving representational understanding in algebra and recommends their broader implementation in mathematics classrooms.