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An Attempt to Evaluate STEAM Project-Based Instruction from a School Mathematics Perspective

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  • Author(s): Diego-Mantecon, Jose-Manuel (ORCID Diego-Mantecon, Jose-Manuel (ORCID 0000-0002-4427-2724); Prodromou, Theodosia (ORCID Prodromou, Theodosia (ORCID 0000-0002-0685-7756); Lavicza, Zsolt (ORCID Lavicza, Zsolt (ORCID 0000-0002-3701-5068); Blanco, Teresa F. (ORCID Blanco, Teresa F. (ORCID 0000-0003-4215-8677); Ortiz-Laso, Zaira (ORCID Ortiz-Laso, Zaira (ORCID 0000-0001-9629-2279)
  • Language:
    English
  • Source:
    ZDM: Mathematics Education. Oct 2021 53(5):1137-1148.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Secondary Education
    • Subject Terms:
      Curriculum Evaluation; STEM Education; Active Learning; Student Projects; Mathematics Instruction; Secondary School Teachers; Teaching Experience; Mathematics Teachers; Faculty Development; Foreign Countries
    • Subject Terms:
      Spain
    • Accession Number:
      10.1007/s11858-021-01303-9
    • ISSN:
      1863-9690
    • Abstract:
      Official documents in several educational systems reflect the importance of integrating Science, Technology, Engineering, Arts, and Mathematics (STEAM) and consider project-based learning (PBL) as a way of integrating such disciplines in the classroom. Although STEAM-PBL has been characterized and evaluated in different ways, its impact on school mathematics teaching remains unclear. Mathematics is recognized as the fundamental basis of other disciplines; however, many students still perceive it as a difficult subject and abandon it. To analyze STEAM-PBL classroom implementation from a school mathematics standpoint, we examined 41 classroom experiences from 11 Spanish secondary education teachers (five in-field mathematics teachers), who participated in a STEAM training program for more than 4 years. To frame this study, Thibaut et al.'s (J STEM Educ 3(1):02, 2018) and Schoenfeld's (Educ Res 43(8):404-412, 2014) characterizations of well-designed and implemented projects, respectively, were employed. The results showed that in-field mathematics teachers avoided transdisciplinary projects in which school mathematics is difficult to address, while out-of-field teachers tended to overlook the mathematics in interdisciplinary projects. Unlike out-of-field teachers, mathematics teachers often eluded design-based learning processes for deeply exploiting school mathematics. The latter teachers promoted high cognitive demands and positive perceptions about mathematics in projects where formative environments were generated through discussion and a meaningful feedback loop.
    • Abstract:
      As Provided
    • Publication Date:
      2021
    • Accession Number:
      EJ1310028