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STEAM Education and Problem Solving

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A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 33172

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Special Issue Editors

Prof. Dr. Ana Barbosa

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Guest Editor

Department of Education and Teacher Training, Escola Superior de Educação, Instituto Politécnico de Viana do Castelo, 4901-908 Viana do Castelo, Portugal
Interests: math education; problem solving; visualization; problem posing; creativity; non-formal education; manipulatives
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Isabel Vale

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Guest Editor

Prof. Dr. Susana Carreira

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Faculdade de Ciências e Tecnologia, Universidade do Algarve, 8005-139 Faro, Portugal
Interests: STEM projects; mathematical modelling; mathematical problem solving; mathematics competitions; creativity; technology in mathematics teaching and learning

Special Issue Information

Dear colleagues,

STEAM Education involves the study of Science, Technology, Engineering, Arts and Mathematics, desirably through an integrated approach. This is a privileged context to engage students in the development of 21^st century skills, like problem solving, critical thinking, creativity or collaboration. Through STEAM Education it is expected that students, of all ages, solve meaningful problems resorting to ideas and procedures of some, or possibly all, of the academic areas converging into an interdisciplinary learning. In this special number we are interested in highlighting the role of Mathematics, specifically Mathematical Problem Solving, in the sense that it underpins all the STEAM subjects reinforcing the connections between them. In general terms, mathematical problem solving and mathematical modelling are crucial in interpretating, mathematizing and approaching real life situations.

Despite recent advances in research on STEAM Education, there are still questions related to the role of Mathematics in this context that justify further investigation, such as challenges and opportunities for (future) teachers and students; curriculum design; task design; innovative educational environments; or articulation with the affective domain.

We welcome the submission of research papers that shed light on the discussion about STEAM Education, using Mathematical Problem Solving as a specific background, at any educational level (primary school, lower and upper secondary school, and university), either by revisiting the theme or going further in rethinking the teaching and learning processes in this scope. The papers must be original and can be of theoretical, methodological, or empirical nature.

Prof. Dr. Ana Barbosa
Prof. Dr. Isabel Vale
Prof. Dr. Susana Carreira
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

STEAM Education
Problem Solving
Mathematical Connections
Creativity
Interdisciplinarity
Mathematical modelling
Makerspaces
Hands-on tasks
Experimental work
Technological tools
Tinkering

Published Papers (10 papers)

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21 pages, 2080 KiB

Open AccessArticle

Where Is It Best to Sit in Class? Description of an Experience Based on STEM Problem Solving in a School Context

by Irene Ferrando, Lluís Albarracín and Pascual D. Diago

Educ. Sci. 2023, 13(4), 417; https://doi.org/10.3390/educsci13040417 - 19 Apr 2023

Viewed by 1159

Abstract

This study aims to describe the design and development of a STEM problem-solving activity involving mathematics and physics content. It is an activity whose starting point is a question based on a real problem: to identify the areas of the classroom where the intensity of sound is higher. In this way, the problem involves the physics of sound. However, in addition, by trying to give an answer to the initial question, students have the opportunity to develop progressively more complex mathematical models from already known mathematical concepts and procedures. The analysis of the results of the implementation based on the identification of the learning opportunities and the catalyst elements that generate them, allows us to state that the activity encourages students to enrich their mathematical models by incorporating new mathematical concepts such as the function of two variables. We conclude that the design of the activity and the choice of data acquisition technology are key, but also the interaction between the students and the teacher. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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26 pages, 6440 KiB

Open AccessArticle

Solving Problems through Engineering Design: An Exploratory Study with Pre-Service Teachers

by Isabel Vale, Ana Barbosa, Ana Peixoto and Fátima Fernandes

Educ. Sci. 2022, 12(12), 889; https://doi.org/10.3390/educsci12120889 - 04 Dec 2022

Cited by 2 | Viewed by 2296

Abstract

A possible pathway to achieve disciplinary integration is through the use of the Engineering Design (ED) process, starting with problems in a real context that enable the mobilization of concepts from various disciplinary areas. The study reported in this paper aims to analyze the performance underlying the use of the ED process in solving authentic problems in a STEAM perspective, with future teachers of elementary education. We adopted a qualitative and interpretative methodology, with an exploratory design, where data were collected through participant observation, documents, artefacts and photographic records. The results are discussed, taking into account previous research and the data collected throughout the classes, where future teachers solved a problem task and created an artefact and a poster. Preliminary results show that the participants valued the experience and were actively engaged, showing persistence and motivation in solving the problem in a collaborative way, through the different steps of the ED cycle. This approach constituted an opportunity to favor the establishment of connections between different areas, such as mathematics, sciences or arts, detecting the possibility of integrating previously learned concepts. Difficulties were evidenced in the identification of some underlying mathematical and physical sciences concepts, particularly in the mobilization of an adequate scientific language while arguing and making decisions, or in accurately justifying the need to improve the designed plan. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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33 pages, 9664 KiB

Open AccessArticle

Math Instrument Development for Examining the Relationship between Spatial and Mathematical Problem-Solving Skills

by Sheryl Ann Sorby, Gavin Duffy and So Yoon Yoon

Educ. Sci. 2022, 12(11), 828; https://doi.org/10.3390/educsci12110828 - 17 Nov 2022

Cited by 2 | Viewed by 2280

Abstract

Spatial cognition involves the ability to acquire, organize, and use spatial information in the “mind’s eye.” Numerous correlational studies have demonstrated the strong relationship between spatial cognition and skill in problem-solving in mathematics. Educational researchers across the globe aim to improve students’ mathematics problem-solving ability since these skills are often viewed as the gateway to further study in the Science, Technology, Engineering, and Mathematics (STEM) careers of the future. As a result, causal studies showing that spatial cognition interventions can improve mathematics problem-solving skills have begun to appear with increasing frequency. In order to determine if a spatial intervention is effective in improving mathematics problem-solving skills, it is important to identify the type of problem that is likely to respond to improvements in spatial cognition. A large study was conducted in the United States, where a spatial skills intervention was implemented in 7th grade classrooms across the country to determine its impact on mathematics problem-solving skills through four waves of testing. Mathematics instruments for 7th to 9th grades were developed with items compared to the spatial scores of the individual students. In this paper, the instrument development process along with lessons learned are presented. Data are provided showing each item’s correlation with spatial skills test scores, difficulty level, and discrimination index, along with overall instrument reliability. Complete final instruments for each wave of testing are included in an Appendix. General guidelines are also presented discussing the type of math problems likely to be correlated with spatial ability. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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12 pages, 1293 KiB

Open AccessArticle

Pre-Service Teachers’ Project-Based Instruction with Mathematics Problem-Solving

by Jooyoung Park

Educ. Sci. 2022, 12(8), 526; https://doi.org/10.3390/educsci12080526 - 02 Aug 2022

Cited by 4 | Viewed by 2048

Abstract

Project-Based Instruction (PBI) is prevalent in science classrooms, which focuses on real-world tasks as a vehicle for student learning. PBI can be a fitting instructional approach to enhance student mathematics problem-solving. This case study explored two pre-service secondary mathematics teachers’ PBI with mathematics problem-solving based on their intended and enacted lessons. Data sources were the pre-service teacher (PST)’s lesson plans and video-recorded classroom observations. Results from data analysis report that PSTs employed a wide range of heuristics in their lesson units and spent more time for facilitating student group work than other activities during the instructional time. The findings suggested that project-based design principles may encourage teachers to use problem-solving heuristics, especially for restating problems, using a model or diagram, and making suppositions. Furthermore, scaffolding with problem-solving heuristics can be enacted so that teachers keep students engaging and persevering in problem-solving toward reaching goals. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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13 pages, 1810 KiB

Open AccessArticle

Contextual Mathematical Modelling: Problem-Solving Characterization and Feasibility

by Zehavit Kohen and Ortal Nitzan-Tamar

Educ. Sci. 2022, 12(7), 454; https://doi.org/10.3390/educsci12070454 - 29 Jun 2022

Cited by 3 | Viewed by 3005

Abstract

The current study investigates contextual mathematical modelling (MM) problems that were retrieved from authentic workplace situations and simplified for formal secondary school math lessons. First, the study aims to characterize contextual MM problems according to Schoenfeld’s framework of problem-solving (PS). Second, it aims to investigate the perceptions of two stakeholder groups: (1) math experts and policymakers and (2) math teachers with respect to the characteristics of the contextual MM problems and their feasibility regarding implementation in secondary school education. Based on the Delphi methodology, we employed two phases for our analysis: an open-ended questionnaire to interview ten stakeholders and, subsequently, a Likert-type questionnaire to collect data from 122 stakeholders. The main results indicate that the contextual MM problems are characterized by PS. A similar view was expressed by different stakeholder groups, and no differences were caused by various background variables, such as educational level or STEM background. Additionally, the findings revealed that both stakeholder groups perceived that it is highly feasible for these problems to be integrated into secondary school education. This study contributes theoretically to the interrelationship between MM and PS frameworks, and provides practical recommendations for the implementation of contextual MM problems in secondary schools by applying PS skills. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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26 pages, 16545 KiB

Open AccessArticle

Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails

by Ana Barbosa, Isabel Vale, Simone Jablonski and Matthias Ludwig

Educ. Sci. 2022, 12(5), 346; https://doi.org/10.3390/educsci12050346 - 16 May 2022

Cited by 4 | Viewed by 2866

Abstract

Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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24 pages, 12512 KiB

Open AccessArticle

A STEAM Practice Approach to Integrate Architecture, Culture and History to Facilitate Mathematical Problem-Solving

by Shereen El Bedewy, Zsolt Lavicza, Ben Haas and Diego Lieban

Educ. Sci. 2022, 12(1), 9; https://doi.org/10.3390/educsci12010009 - 28 Dec 2021

Cited by 10 | Viewed by 3521

Abstract

In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to culture and history. The architectural modelling process is applied by the teachers as participants of these practices from different countries allowing a broad cultural and historical connection to mathematics education. The modelling is implemented in GeoGebra platform as it is an open-source platform to allow teachers to model on a mathematics basis. The architectural modelling process does not provide participants with steps to follow but rather allows them to explore the architectural models’ components and construct them with various approaches which may foster problem solving techniques. We aim to investigate how different phases of this approach (such as motivation, modeling, and printing process) reflect on opportunities of learning in STEAM education, with a particular lens in mathematical development from open tasks. This paper will show two use cases that took place in Upper Austria and the MENA region. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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13 pages, 1226 KiB

Open AccessArticle

Development of a Pandemic Awareness STEM Outreach Curriculum: Utilizing a Computational Thinking Taxonomy Framework

by Pamela O. Gilchrist, Alonzo B. Alexander, Adrian J. Green, Frieda E. Sanders, Ashley Q. Hooker and David M. Reif

Educ. Sci. 2021, 11(3), 109; https://doi.org/10.3390/educsci11030109 - 09 Mar 2021

Cited by 6 | Viewed by 4262

Abstract

Computational thinking is an essential skill in the modern global workforce. The current public health crisis has highlighted the need for students and educators to have a deeper understanding of epidemiology. While existing STEM curricula has addressed these topics in the past, current events present an opportunity for new curricula that can be designed to present epidemiology, the science of public health, as a modern topic for students that embeds the problem-solving and mathematics skills of computational thinking practices authentically. Using the Computational Thinking Taxonomy within the informal education setting of a STEM outreach program, a curriculum was developed to introduce middle school students to epidemiological concepts while developing their problem-solving skills, a subset of their computational thinking and mathematical thinking practices, in a contextually rich environment. The informal education setting at a Research I Institution provides avenues to connect diverse learners to visually engaging computational thinking and data science curricula to understand emerging teaching and learning approaches. This paper documents the theory and design approach used by researchers and practitioners to create a Pandemic Awareness STEM Curriculum and future implications for teaching and learning computational thinking practices through engaging with data science. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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15 pages, 1479 KiB

Open AccessSystematic Review

Can Mathematical Modelling Be Taught and Learned in Primary Mathematics Classrooms: A Systematic Review of Empirical Studies

by Yicheng Wei, Qiaoping Zhang and Jing Guo

Educ. Sci. 2022, 12(12), 923; https://doi.org/10.3390/educsci12120923 - 14 Dec 2022

Cited by 2 | Viewed by 3125

Abstract

STEM education has been promoted in schools worldwide to cultivate students’ 21st-century skills. Mathematical modelling is a valuable method for developing STEM education. However, in this respect, more attention is given to secondary level or above compared with kindergarten or primary level. Teaching mathematics at the primary level is closely related to authentic problems, which is a crucial characteristic of mathematical modelling activities. After screening 239 publications from various databases, we reviewed 10 empirical studies on mathematical modelling at the primary level. In this systematic review, we analysed the following three aspects: (1) the use of professional development intervention methods/strategies to enhance the intervention effects and the competencies of primary teachers to utilize mathematical modelling; (2) the effects of mathematical modelling on primary students and methods of improving their mathematical modelling skills; and (3) methods used to assess the modelling skills of primary school teachers and students. The results indicate that professional development interventions can enhance the teaching quality of mathematical modelling. The components of the interventions should include an introduction to the pedagogy of mathematical modelling, clarifying the role of the teacher and the student in mathematical modelling activities. Through mathematical modelling, students can generate mathematical ideas, explore mathematical theorems independently, develop critical thinking, and improve their metacognitive and communicative skills. The competency of mathematical modelling is often determined using formative assessments of teachers and students. Because limitations still exist in conducting primary-level modelling activities, schools should utilise more standardised assessment methods, provide universal teacher training, and grant more opportunities for primary school students to participate in mathematical modelling activities. The lack of research on cross-cultural contexts should draw the attention of future research. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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18 pages, 1706 KiB

Open AccessSystematic Review

The Role of Mathematics in STEM Secondary Classrooms: A Systematic Literature Review

by Janina Just and Hans-Stefan Siller

Educ. Sci. 2022, 12(9), 629; https://doi.org/10.3390/educsci12090629 - 16 Sep 2022

Cited by 10 | Viewed by 4517

Abstract

Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation’s global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, especially in science, engineering, and technology, are directly obvious, mathematics underpins the other STEM disciplines. It is recognized that mathematics is the foundation for all other STEM disciplines; the role of mathematics in classrooms is not clear yet. Therefore, the question arises: What is the current role of mathematics in secondary STEM classrooms? To answer this question, we conducted a systematic literature review based on three publication databases (Web of Science, ERIC, and EBSCO Teacher Referral Center). This literature review paper is intended to contribute to the current state of the role of mathematics in STEM education in secondary classrooms. Through the search, starting with 1910 documents, only 14 eligible documents were found. In these, mathematics is often seen as a minor matter and a means to an end in the eyes of science educators. From this, we conclude that the role of mathematics in the STEM classroom should be further strengthened. Overall, the paper highlights a major research gap, and proposes possible initial solutions to close it. Full article

(This article belongs to the Special Issue STEAM Education and Problem Solving)

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