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An attempt to evaluate STEAM project-based instruction from a school mathematics perspective.

Jose-Manuel Diego-Mantecon1, Theodosia Prodromou2, Zsolt Lavicza3

  • 1University of Cantabria, Santander, Spain.

ZDM : the International Journal on Mathematics Education
|September 8, 2021
PubMed
Summary

In Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, in-field math teachers avoided complex projects, while others overlooked math integration. Teachers fostering discussion and feedback improved math perception.

Keywords:
Classroom implementationMathematics learningProject-based learningSTEAM educationSTEM education

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Area of Science:

  • Educational research focusing on STEAM (Science, Technology, Engineering, Arts, and Mathematics) and project-based learning (PBL).

Background:

  • STEAM-PBL is increasingly emphasized in educational systems, but its specific impact on mathematics teaching is not well understood.
  • Mathematics is often perceived as difficult by students, leading to disengagement.

Purpose of the Study:

  • To analyze the implementation of STEAM-PBL in secondary education classrooms from a school mathematics perspective.
  • To understand how teachers with and without mathematics expertise approach mathematical integration within STEAM-PBL.

Main Methods:

  • Examined 41 classroom experiences from 11 Spanish secondary education teachers (five in-field math specialists) with over 4 years of STEAM training.
  • Utilized characterizations of well-designed (Thibaut et al., 2018) and implemented (Schoenfeld, 2014) projects as a framework.

Main Results:

  • In-field mathematics teachers tended to avoid transdisciplinary projects where math was challenging to integrate.
  • Out-of-field teachers often neglected the mathematical components in interdisciplinary projects.
  • Mathematics teachers, unlike their out-of-field counterparts, sometimes bypassed design-based learning for deeper math exploration, yet promoted high cognitive demand and positive math perceptions in projects with strong feedback.

Conclusions:

  • The approach to mathematics integration in STEAM-PBL varies significantly based on teacher expertise.
  • Effective STEAM-PBL implementation by mathematics teachers can enhance cognitive demands and student perceptions of mathematics through supportive classroom environments and feedback loops.