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An attempt to evaluate STEAM project-based instruction from a school mathematics perspective
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An attempt to evaluate STEAM project-based instruction from a school mathematics perspective
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An attempt to evaluate STEAM project-based instruction from a school mathematics perspective
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Journal Article
An attempt to evaluate STEAM project-based instruction from a school mathematics perspective
2021
Overview
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 (2018) and Schoenfeld's (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. [Author abstract, ed]
