Diego-Mantecon Jose-Manuel, Prodromou Theodosia, Lavicza Zsolt, Blanco Teresa F, Ortiz-Laso Zaira
University of Cantabria, Santander, Spain.
University of New England, Armidale, Australia.
ZDM. 2021;53(5):1137-1148. doi: 10.1007/s11858-021-01303-9. Epub 2021 Sep 3.
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.
几个教育体系中的官方文件都体现了整合科学、技术、工程、艺术和数学（STEAM）的重要性，并将基于项目的学习（PBL）视为在课堂中整合这些学科的一种方式。尽管对STEAM - PBL的特征和评估方式各不相同，但其对学校数学教学的影响仍不明确。数学被公认为是其他学科的基础；然而，许多学生仍然认为它是一门难学的学科并放弃学习。为了从学校数学的角度分析STEAM - PBL在课堂中的实施情况，我们考察了11位西班牙中学教师（其中5位是数学专任教师）的41次课堂教学经验，这些教师参加了一个为期4年多的STEAM培训项目。为了构建本研究，我们分别采用了蒂博等（《STEM教育杂志》3(1):02，2018）和舍恩菲尔德（《教育研究》43(8):404 - 412，2014）对精心设计和实施的项目的描述。结果表明，数学专任教师会避免涉及难以运用学校数学知识的跨学科项目，而非数学专任教师往往会忽视跨学科项目中的数学内容。与非数学专任教师不同，数学教师常常避开基于设计的学习过程，难以深入运用学校数学知识。在通过讨论和有意义的反馈循环营造形成性环境的项目中，则是后一类教师提升了对数学的高认知要求和积极看法。
