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STEAM Teacher Education: Problems and Proposals

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A special issue of Mathematics (ISSN 2227-7390). This special issue belongs to the section "Mathematics and Computer Science".

Deadline for manuscript submissions: closed (31 October 2022) | Viewed by 31783

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Special Issue Editors

Prof. Dr. Tomás Recio

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Guest Editor

Industrial Engineering Department, Universidad Nebrija, C/ Pirineos 55, 28040 Madrid, Spain
Interests: computational algebraic geometry; automated reasoning; dynamic geometry; computer algebra; mathematics education

Prof. Dr. Piedad Tolmos Rodríguez-Piñero

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Faculty of Law and Social Sciences, University King Juan Carlos, Madrid, Spain
Interests: mathematics education; STEM education; application of technology in pre-service teachers STEAM learning; machine learning and its applications

Prof. Dr. Ana I. Cid-Cid

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Faculty of Law and Social Sciences, University King Juan Carlos, Madrid, Spain
Interests: mathematics education; STEM education; teacher education; assesment and quality in higher education

Prof. Dr. Rocío Guede-Cid

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Guest Editor

Faculty of Law and Social Sciences, University King Juan Carlos, Madrid, Spain
Interests: mathematics education; STEM education; teacher education; new trends in mathematical education

Special Issue Information

Dear Colleagues,

STEM/STEAM (Science, Technology, Engineering, Arts, and Mathematics) is a quite recent and active trend, present in all levels of education. It is at school that children have to be motivated to learn STEAM to lead them to become responsible, creative, innovative citizens, and to make them aware of the world around them, which they can contribute to improving. To ensure quality education, teachers must have the best training.

From the manifold aspects involved in this approach, this Special Issue aims to collect relevant contributions focusing on pre-service and in-service teacher training, concerning this well-known STEM/STEAM educational perspective. Our aim is to cover the largest variety of topics addressing this specific matter, from new theoretical reflections concerning teacher development models that could help to foster STEAM implementation in the classroom, the reformulation (update and upgrade) of formative curricula in STEAM disciplines for initial teacher formation, etc. to sharing STEAM-driven education training experiences for current or future teachers.

A collateral goal of the Special Issue is to contribute toward the creation, development, and consolidation of a network of researchers dealing with STEAM teacher education, which could lead to the application of a proposal to the Horizon-Europe 2021-27 program within the Research and Innovation Staff Exchange (RISE), a Marie Sklodowska-Curie Action. This is also precisely the main goal of the Spanish government’s “Acciones de Dinamización “Europa-Investigación 2020” grant supporting the STEMind in Education (STEMIND) project, including, in particular, as part of the research team, the editors of this Special Issue. STEMIND members and partners are especially called to contribute to this Special Issue.

Prof. Dr. Tomás Recio
Prof. Dr. Piedad Tolmos Rodríguez-Piñero
Prof. Dr. Ana I. Cid-Cid
Prof. Dr. Rocío Guede-Cid
Guest Editors

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Keywords

Pre-service teacher training
Teachers training
STEM/STEAM Education
Math Trails
Problem/Project Based learning
Outdoor Education
Mini Open Laboratories

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Published Papers (9 papers)

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Research

18 pages, 1850 KiB

Open AccessArticle

From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers

by Angel C. Herrero, Tomás Recio, Piedad Tolmos and M. Pilar Vélez

Mathematics 2023, 11(2), 473; https://doi.org/10.3390/math11020473 - 16 Jan 2023

Cited by 4 | Viewed by 2567

Abstract

In this paper, we describe an educational experience in the context of the Master’s degree that is compulsory in Spain to become a secondary education mathematics teacher. Master’s students from two universities in Madrid (Spain) attended lectures that addressed—emphasizing the concourse of a dynamic geometry software package—some historical, didactic and mathematical issues related to linkage mechanisms, such as those arising in the 18th and 19th centuries during the development of the steam engine. Afterwards, participants were asked to provide three different kinds of feedback: (i) working on an assigned group task, (ii) individually answering a questionnaire, and (iii) proposing some classroom activity, imagining it would be addressed to their prospective pupils. All three issues focused on the specific topic of the attended lectures. In the framework of Mason’s reflective discourse analysis, the information supplied by the participants has been analyzed. The objective was to explore what they have learned from the experience and what their perception is of the potential interest in linkages as a methodological instrument for their future professional activity as teachers. This analysis is then the basis upon which to reflect on the opportunities (and problems) that this particular bar-joint linkages methodological approach could bring towards providing future mathematics teachers with attractive tools that would contribute to enhancing a STEAM-oriented education. Finally, the students’ answers allow us to conclude that the experience was beneficial for these pre-service teachers, both in improving their knowledge on linkages history, mathematics, industrial, technological and artistic applications, and in enhancing the use in the classroom of this very suitable STEAM context. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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21 pages, 2094 KiB

Open AccessArticle

Teacher Professional Development in STEM Education: An Integrated Approach with Real-World Scenarios in Portugal

by Maria Cristina Costa, António Manuel Dias Domingos, Vítor Duarte Teodoro and Élia Maria Rodrigues Guedes Vinhas

Mathematics 2022, 10(21), 3944; https://doi.org/10.3390/math10213944 - 24 Oct 2022

Cited by 8 | Viewed by 4321

Abstract

The implementation of an integrated approach of STEM education with real-life scenarios is crucial to motivate students to learn and to better prepare them for real-world challenges, which is a big challenge for teachers. Therefore, there are implications for teaching practice and consequently the need for professional development. This paper presents an integrated approach of STEM education developed in the context of a collaborative professional development programme implemented in an exclusive online context, provoked by the COVID-19 pandemic. The programme aimed at providing teachers with knowledge and skills to develop STEM integrated tasks to be implemented in class. This study used a quantitative–qualitative approach to answer the research questions, using mixed methods to collect data. Participants are primary school teachers who participated in the programme during four months in the school year 2020/2021. Based on data collected from questionnaires, participant observation and teachers’ final reports, it was verified that teachers recognized the importance of obtaining training in STEM education and that this type of professional development was very relevant and improved their knowledge and skills to implement STEM hands-on practices in class. In addition, a case study of a science and mathematics 6th grade teacher is presented to illustrate how she implement integrated STEM tasks in class based on a real-world scenario such as the COVID-19 pandemic. Finally, teachers recognized the importance of this approach and that it increases students’ motivation to learn. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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19 pages, 1006 KiB

Open AccessArticle

Analysis of Tutoring in the Professional Development of STEM Teachers

by Maria Ricart, Assumpta Estrada and Josep Maria Fortuny

Mathematics 2022, 10(18), 3331; https://doi.org/10.3390/math10183331 - 14 Sep 2022

Viewed by 2210

Abstract

The aim of this work is to explore the impact of the use of five lenses for the professional development of mathematics teachers in a Practicum environment of a master’s degree in Teaching in Secondary Schools in Spain, based on based on the video-related model and facilitated by a tutor. This qualitative ethnographic study is part of an action research and focuses on two cases of future secondary mathematics teachers who share a university tutor. The results indicate that the application of the lenses in the video-related model produces signs of changes in professional development, both in terms of the notable events noticed by the teachers and in their narrative, and, in addition, promotes self-regulation of training. It should be noted that, throughout this process, the intervention of the university tutor or facilitator is essential. It is concluded that this model can be replicated in other STEM teacher training specializations. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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17 pages, 1911 KiB

Open AccessArticle

The City as a Tool for STEAM Education: Problem-Posing in the Context of Math Trails

by Enrique Martínez-Jiménez, Álvaro Nolla de Celis and Elvira Fernández-Ahumada

Mathematics 2022, 10(16), 2995; https://doi.org/10.3390/math10162995 - 19 Aug 2022

Cited by 5 | Viewed by 2768

Abstract

This study presents an experience that combines problem-posing and Math Trails in the context of future teachers’ instruction. Pre-service teachers in the third year of their studies were faced with the design of tasks to be included in Math Trails for primary school students. The study analyzes, from a quantitative approach, 117 tasks contained in 11 Math Trails. The analysis was performed on the basis of classification variables (grade, mathematical content and object or real element involved in every task) and research variables which provide information about the nature of the tasks (procedural vs. problem-solving, level of cognitive demand, degree of contextualization, openness and creativity). Additionally, relationships between the different categories of analysis have been studied. The results reveal certain biases in the tasks in relation to the contents addressed (an abundance of tasks with a geometric component and a scarcity of tasks involving algebra or probability concepts). Most of the tasks are presented in a real context. However, a higher percentage of procedural tasks than problem-solving tasks is observed, with a predominance of low openness, creativity and cognitive demand. These results provide useful lines of work to address difficulties faced by future teachers in the STEAM field. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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19 pages, 3073 KiB

Open AccessArticle

Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

by Jianlan Tang, Tommy Tanu Wijaya, Robert Weinhandl, Tony Houghton, Zsolt Lavicza and Akhmad Habibi

Mathematics 2022, 10(16), 2973; https://doi.org/10.3390/math10162973 - 17 Aug 2022

Cited by 9 | Viewed by 3358

Abstract

In recent years, using micro-lectures (a short video of less than ten minutes) as a digital learning medium has become popular for integrating technology into mathematics lessons, providing new experiences to students and helping them to master mathematical concepts. It is important to note that the effectiveness of a micro-lecture depends on how teachers use it and on students’ perceptions of learning support media. Therefore, this research aims to determine Junior High School students’ achievements and satisfaction using micro-lectures on the topic of Direct and Inverse Proportions. Teachers’ micro-lectures in this research were designed based on their teaching styles, learning objectives, and considering the needs of their students. A quasi-experiment with 3, 2, and 1 pretest-posttest design with experimental and control groups was also used. In the first and second experimental groups, teachers used the same version of the micro-lectures in their classrooms as the main learning medium and at home to preview and review Direct and Inverse Proportions materials. At the same time, the control group used conventional expository learning activities. Finally, a learning satisfaction questionnaire was used to determine students’ perceptions of using micro-lectures in their mathematics lessons. Findings indicate that the use of micro-lectures in the experimental classes I and II is better than in the control class and led to improved learning achievements and student satisfaction. Meanwhile, there is no significant difference between using micro-lectures inside and outside classrooms. Students’ report cards also showed that their learning satisfaction using this technique was higher than the control class. Practical implications and suggestions for further investigation are to be also discussed at the end of the paper. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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30 pages, 5740 KiB

Open AccessArticle

Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics

by Eugenia Taranto, Simone Jablonski, Tomas Recio, Christian Mercat, Elisabete Cunha, Claudia Lázaro, Matthias Ludwig and Maria Flavia Mammana

Mathematics 2021, 9(22), 2975; https://doi.org/10.3390/math9222975 - 22 Nov 2021

Cited by 8 | Viewed by 4202

Abstract

In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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15 pages, 1295 KiB

Open AccessArticle

Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision

by Dong-Joong Kim, Sang-Ho Choi, Younhee Lee and Woong Lim

Mathematics 2021, 9(22), 2933; https://doi.org/10.3390/math9222933 - 17 Nov 2021

Cited by 1 | Viewed by 2097

Abstract

The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

19 pages, 2595 KiB

Open AccessArticle

Designing Training Programs to Introduce Emerging Technologies to Future Workers—A Pilot Study Based on the Example of Artificial Intelligence Enhanced Robotics

by Janika Leoste, Tiia Õun, Krista Loogma and José San Martín López

Mathematics 2021, 9(22), 2876; https://doi.org/10.3390/math9222876 - 12 Nov 2021

Cited by 9 | Viewed by 3188

Abstract

Implementing an Emerging Technology (ET) is a difficult task due to people lacking ET-related knowledge and skills or having skeptical and negative attitudes towards the ET. As learners construct their understanding about an ET and develop related skills by actually passing through the ET Innovation Process (IP) stages (Awareness, Acceptance and Adoption), it could be useful to provide them with training that imitates certain IP stages. Using Artificial Intelligence Enhanced Robotics (AIER) as the example ET, we designed a two-day workshop to lead learners (n = 16) through the AIER IP Awareness stage, and a six-week training course with eight contact days to simulate the AIER IP Acceptance stage to learners (n = 10). Using online surveys and quantitative content analysis methods we confirmed that the workshop format increased the AIER-related self-confidence and general knowledge in 78% of participants, while the training course helped more than half of the participants to construct usable knowledge about a specific AIER and to see its possibilities in their specific work-place contexts. This paper is the pilot of using the Technology-Enhanced Learning Innovation Process (TELIP) model, first tested on a STEAM innovation, outside the educational context, for developing appropriate training approaches for specific ET IP stages. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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18 pages, 1005 KiB

Open AccessFeature PaperArticle

Green STEM to Improve Mathematics Proficiency: ESA Mission Space Lab

by Manuel Garcia-Piqueras and José-Reyes Ruiz-Gallardo

Mathematics 2021, 9(17), 2066; https://doi.org/10.3390/math9172066 - 26 Aug 2021

Cited by 3 | Viewed by 3814

Abstract

The main goal of this study was to improve students’ outcomes and perception in Mathematics. For this, 12 out of 34 voluntary students were involved in an international contest: European Space Agency (ESA) Mission Space Lab. The experience was organized as STEM, under a guided PjBL. Students identified an environmental problem, executed a way to monitor it from the International Space Station (ISS) and interpreted the data received. Students’ final report was awarded by ESA. Additionally, participants increased their performance in their math final exams compared to the control group. Furthermore, the perception of students and their families about the usefulness of mathematics was very positive. The only drawback detected was the increase of workload. Thus, Green STEM, using direct instruction and guide in PjBL, may be a good tool to improve students’ grades and opinion about the importance of mathematics. Full article

(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)

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