Incorporating a 3D Printing Integrated STEM Module into a College Mathematics Content Course: Perceptions of Pre-service Elementary Teachers

This study explored pre-service teachers’ perceptions of a 3D printing integrated science, technology, engineering, and mathematics (STEM) module within a college-level mathematics content course. Data from surveys and reflections collected from nineteen participants were analyzed. Results indicated that the pre-service teachers perceived improvement in their understanding in several areas: 3D printing technology, software utilization, the 3D crystal lattice structures, and the application of mathematical concepts in STEM contexts. The integration of 3D printing technology within the STEM module facilitated an experiential learning environment, enhancing the visualization and comprehension of geometric and measurement concepts. Furthermore, the exposure to the practical applications of mathematical concepts in fields such as chemistry, engineering, and technology enabled pre-service elementary teachers to situate their understanding within a more profound, interconnected, and pragmatic framework.