El enfoque integrado steam y su impacto en la enseñanza de las matemáticas en educación secundariaun estudio experimental

Abstract

There is a concern in the field of mathematics education to know how the implementation of project-based learning that integrates STEAM disciplines (Science, Technology, Engineering, Arts and Mathematics) affects the teaching and learning of mathematics in secondary education. This thesis analyses from a mathematical perspective the STEAM projects designed and implemented in the classroom. It investigates how teachers have evolved in their instruction to promote key and specific mathematics competences. It also examines the main dimensions of STEAM professional development programmes. The obtained results reveal that the mathematics teacher is fundamental to addressing this discipline with guarantees within a STEAM context and that school mathematics emerges more strongly in contextualised projects than in real ones. It is concluded that this approach requires training and persistence.