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

Autor/inn/en	Diego-Mantecon, Jose-Manuel; Prodromou, Theodosia; Lavicza, Zsolt; Blanco, Teresa F.; Ortiz-Laso, Zaira
Titel	An Attempt to Evaluate STEAM Project-Based Instruction from a School Mathematics Perspective
Quelle	In: ZDM: Mathematics Education, 53 (2021) 5, S.1137-1148 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Diego-Mantecon, Jose-Manuel) ORCID (Prodromou, Theodosia) ORCID (Lavicza, Zsolt) ORCID (Blanco, Teresa F.) ORCID (Ortiz-Laso, Zaira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01303-9
Schlagwörter	Curriculum Evaluation; STEM Education; Active Learning; Student Projects; Mathematics Instruction; Secondary School Teachers; Teaching Experience; Mathematics Teachers; Faculty Development; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; STEM; Aktives Lernen; Schulprojekt; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01