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Implementing STEM Projects Through the EDP to Learn Mathematics: The Importance of Teachers’ Specialization

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Part of the Mathematics Education in the Digital Era book series (MEDE,volume 17)

Abstract

The European Union promotes STEM education to train citizens for the needs of a growing technological society. The engineering design process (EDP) has been greatly suggested for school implementation. Researchers in mathematics education have, however, criticized this approach for its difficulty to exploit mathematical content. This chapter analyses how technology and mathematics teachers (out-of-field and in-field, respectively) address high-school mathematics content in STEM projects elaborated through the EDP. The results reveal that teachers’ specialization plays an important role in project execution. Out-of-field teachers unconsciously focus on technology curricular content with a lack of mathematics exploration, whereas in-field teachers rely on their mathematical experiences to develop the projects. Our findings show that teachers’ specialization affects content integration. This suggests that future secondary education teachers should  pursue a subject-specific degree followed by a continuous training where collaboration with other STEM-related teachers must be promoted.

Keywords

  • STEM education
  • Engineering design process
  • Design-based learning
  • Mathematics teacher
  • Technology teacher

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Acknowledgements

This study was supported by FEDER/Ministerio de Ciencia, Innovación y Universidades—Agencia Estatal de Investigación/ project EDU2017-84979-R.

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Diego-Mantecón, JM., Ortiz-Laso, Z., Blanco, T.F. (2022). Implementing STEM Projects Through the EDP to Learn Mathematics: The Importance of Teachers’ Specialization. In: Richard, P.R., Vélez, M.P., Van Vaerenbergh, S. (eds) Mathematics Education in the Age of Artificial Intelligence. Mathematics Education in the Digital Era, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-030-86909-0_17

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