Publications

Diego-Mantecon, J. M., Prodromou, T., Lavicza, Z., Blanco, T. F., & Ortiz-Laso, Z. (2021). An attempt to evaluate STEAM project-based instruction from a school mathematics perspective. ZDM – Mathematics Education, 53(5), 1137-1148. https://doi.org/10.1007/s11858-021-01303-9

Abstract

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.

Houghton, T., Lavicza, Z., Diego-Mantecón, J. M., Fenyvesi, K., Weinhandl, R., & Rahmadi, I. F. (2022). Hothousing: Utilising industry collaborative problem-solving practices for STEAM in schools. Journal of Technology and Science Education, 12(1), 274-289. https://doi.org/10.3926/jotse.1324

Abstract

Collaborative Problem Solving (CPS) has been widely used in both industry and in schools over at least the last twenty years. The Industry Hothousing variant of CPS is an intensive, time-constrained workshop-based process to build mutual trust between customers and industry experts in order to synergically develop creative solutions. The main objective of this research is to determine whether and how Hothousing might be used in schools for developing Collaborative Problem Solving and then promoting industry skills. In particular, we seek to establish the degree of structure and support required to unleash student creativity and enhance learning, and the benefits to students and teachers in learning, cross-curricular applicability and time savings. Hothousing for students is based on an intensive series of workshops including face-to-face and on-line collaboration supported by a facilitator. It is student-driven and addresses an open-ended challenge such as: how do I get my friends to love STEAM? Three collaborative problem-solving case studies were examined with different groups of students. Concerning the degree of structure and support, the analyses revealed that student-led intensive collaboration within a trusted framework drives creativity, and it was a good opportunity to experience real life challenges. Positive benefits to students and teachers were the development of technology skills, and Personal Learning and Thinking Skills (PLTS) as well as the enhancement perception of self and STEAM education. These benefits were cross-curricular providing qualitative and efficiency gains including on-line learning.

Houghton, T., Lavicza, Z., Rahmadi, I.F., Diego-Mantecon, J.M., Fenyvesi, K., Weinhandl,R., & Ortiz-Laso, Z. (2022). STEAMTEACH Austria: Towards a STEAM professionaldevelopment program. International Journal of Research in Education and Science (IJRES),8(3), 502-512. https://doi.org/10.46328/ijemst.2747

Abstract
The STEAMTEACH (STEAM Education for Teaching Professionalism) project works with teacher trainers to develop a program of Transcultural STEAM Professional Development for in- and pre-service teachers. Following a literature review, a semi-structured questionnaire then interviews approach was used to elicit current practice, challenges for teachers and recommendations from Austrian teacher trainers. These recommendations were then compared with and supported by STEAM academic literature. It was found that none of the institutions offered a STEAM approach and it does not appear in the curriculum. Indeed, this fact is the primary challenge to overcome. Recommendations were that teachers should work in multidisciplinary, supportive, collaborative groups and networks. Problem and project-based learning were identified as key learning methodologies. A mix of physical and on-line working synchronously and asynchronously was recommended for online professional development because teachers can participate irrespective of time and place. Educational technology can support collaboration, and also ‘plug and play’ technologies including game-based learning can be inserted into an overall STEAM approach. The affective factor was judged essential for students and teachers.

Ortiz-Laso, Z., Diego-Mantecón, J. M., Lavicza, Z., & Blanco, T. F. (2023). Teacher growth in exploiting mathematics competencies through STEAM projects. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01528-w

Abstract

This article is aimed at educators concerned with curricular initiatives that foster STE(A)M projects in secondary education to promote mathematics competencies. Research has recently reported that these projects superficially address mathematics content, hampering the development of competencies the consensus deems necessary to prepare citizens for daily life. This study shows that learning goals may be achieved when teachers receive personalised training and sustained assistance in their project experiences. We examine how two Spanish teachers, with advisors’ support, progress in exploiting mathematics competencies within the implementation of a single project each over a period of 3 years. Their evolution was not the result of minor recommendations but of continuous interactions with the advisors. These interactions intended to maintain a balance between teacher confidence and project enhancements, which required commitment and constancy. Four of the five competencies considered in the Spanish curriculum emerged powerfully after sustained refinement. The frequently mobilised competencies were intra-mathematics, representations, as well as collaborative work and positive identity, followed by modelling. The last of which was difficult to address, but when it was, the other three emerged more naturally. Computational thinking was poorly represented mainly because of the advisors’ background and its recent incorporation into the reference curriculum. The teachers’ progress was influenced by the advisor’s academic background, pedagogical expertise, ability to transfer research outcomes into teaching, and experience supporting others.

Diego-Mantecón, J. M., Ortiz-Laso, Z., Diamantidis, D., & Kynigos, C. (2022). Toward a STEAM professional development program to exploit school mathematics. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (pp. 4579-4580). Free University of Bozen-Bolzano and ERME.

Diego-Mantecón, J. M., Kynigos, C., Lavicza, Z., Vilmos, V., Fenyvesi, K., Ortiz-Laso, Z., Diamantidis, D., Karavakou, M., Houghton, T., & Rahmadi, I. (2022). STEAM education for teaching professionalism (STEAMTeach). In Χ. Σταθοπούλου, Τ. Τριανταφυλλίδης, Κ. Χατζηκυριάκου, Α. Χρονάκη, & Β. Χρυσικού (Εds.), Πρακτικά του 9ου Πανελλήνιου Συνεδρίου της ΕΝ.Ε.ΔΙ.Μ.: Η μαθηματική εκπαίδευση μπροστά σε νέες και παλιές προκλήσεις (pp. 821-823). ΕΝΕΔΙΜ.

Diego-Mantecón, J. M., Ortiz-Laso, Z., & Blanco, T. F. (2022). Reflexiones del Open STEAM Group sobre el Impacto Integrado del Contenido en el Aprendizaje de las Matemáticas. In T. F. Blanco, C. Núñez-García, M. C. Cañadas, & J. A. González-Calero (Eds.), Investigación en Educación Matemática XXV (pp. 81-94). SEIEM.

Ortiz-Laso, Z., Diego-Mantecón, J. M., García-Fernández, S., & Sanz-Ruiz, M. (2023). Integrating Mathematics and Science in secondary education classrooms: Numbers and Algebra. In Congress of the European Society for Research in Mathematics Education. ERME.