Special Issue "STEAM Teacher Education: Problems and Proposals"

A special issue of Mathematics (ISSN 2227-7390). This special issue belongs to the section "Mathematics and Computer Science".

Deadline for manuscript submissions: 29 July 2022 | Viewed by 4138

Special Issue Editors

Prof. Dr. Tomás Recio
E-Mail Website
Guest Editor
Industrial Engineering Department, Universidad Nebrija, C/ Pirineos 55, 28040 Madrid, Spain
Interests: computational algebraic geometry; automated reasoning; dynamic geometry; computer algebra; mathematics education
Prof. Dr. Piedad Tolmos Rodríguez-Piñero
E-Mail Website
Guest Editor
Faculty of Law and Social Sciences, University King Juan Carlos, Madrid, Spain
Interests: mathematics education; STEM education; application of technology in pre-service teachers STEAM learning; machine learning and its applications
Prof. Dr. Ana I. Cid-Cid
E-Mail Website
Guest Editor
Faculty of Law and Social Sciences, University King Juan Carlos, Madrid, Spain
Interests: mathematics education; STEM education; teacher education; assesment and quality in higher education
Prof. Dr. Rocío Guede-Cid
E-Mail Website
Guest Editor
Faculty of Law and Social Sciences, University King Juan Carlos, Madrid, Spain
Interests: mathematics education; STEM education; teacher education; new trends in mathematical education

Special Issue Information

Dear Colleagues,

STEM/STEAM (Science, Technology, Engineering, Arts, and Mathematics) is a quite recent and active trend, present in all levels of education. It is at school that children have to be motivated to learn STEAM to lead them to become responsible, creative, innovative citizens, and to make them aware of the world around them, which they can contribute to improving. To ensure quality education, teachers must have the best training.

From the manifold aspects involved in this approach, this Special Issue aims to collect relevant contributions focusing on pre-service and in-service teacher training, concerning this well-known STEM/STEAM educational perspective. Our aim is to cover the largest variety of topics addressing this specific matter, from new theoretical reflections concerning teacher development models that could help to foster STEAM implementation in the classroom, the reformulation (update and upgrade) of formative curricula in STEAM disciplines for initial teacher formation, etc. to sharing STEAM-driven education training experiences for current or future teachers.

A collateral goal of the Special Issue is to contribute toward the creation, development, and consolidation of a network of researchers dealing with STEAM teacher education, which could lead to the application of a proposal to the Horizon-Europe 2021-27 program within the Research and Innovation Staff Exchange (RISE), a Marie Sklodowska-Curie Action. This is also precisely the main goal of the Spanish government’s “Acciones de Dinamización “Europa-Investigación 2020” grant supporting the STEMind in Education (STEMIND) project, including, in particular, as part of the research team, the editors of this Special Issue. STEMIND members and partners are especially called to contribute to this Special Issue.

Prof. Dr. Tomás Recio
Prof. Dr. Piedad Tolmos Rodríguez-Piñero
Prof. Dr. Ana I. Cid-Cid
Prof. Dr. Rocío Guede-Cid
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Mathematics is an international peer-reviewed open access semimonthly 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

  • Pre-service teacher training
  • Teachers training
  • STEM/STEAM Education
  • Math Trails
  • Problem/Project Based learning
  • Outdoor Education
  • Mini Open Laboratories

Published Papers (4 papers)

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Research

Article
Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics
Mathematics 2021, 9(22), 2975; https://doi.org/10.3390/math9222975 - 22 Nov 2021
Viewed by 564
Abstract
In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool [...] Read more.
In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research. Full article
(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)
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Article
Secondary Teacher Candidates’ Mathematical Modeling Task Design and Revision
Mathematics 2021, 9(22), 2933; https://doi.org/10.3390/math9222933 - 17 Nov 2021
Cited by 1 | Viewed by 503
Abstract
The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students [...] Read more.
The purpose of this study is to investigate secondary teacher candidates’ experience of mathematical modeling task design. In the study, 54 teacher candidates in a university-based teacher education program created modeling tasks and scoring rubrics. Next, the participants pilot-tested the tasks with students and had the opportunity to revise the original tasks and rubrics based on student responses. The data included participants’ statements, in which they described and reflected on the design and revision process of modeling tasks. The study describes six didactic revision strategies in revising modeling tasks and identifies five emerging pedagogical ideas from revising tasks and rubrics. The study also discusses the way modeling task design activities have the potential to support teacher candidates’ learning through a bottom-up modeling curriculum in teacher education. Full article
(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)
Article
Designing Training Programs to Introduce Emerging Technologies to Future Workers—A Pilot Study Based on the Example of Artificial Intelligence Enhanced Robotics
Mathematics 2021, 9(22), 2876; https://doi.org/10.3390/math9222876 - 12 Nov 2021
Viewed by 570
Abstract
Implementing an Emerging Technology (ET) is a difficult task due to people lacking ET-related knowledge and skills or having skeptical and negative attitudes towards the ET. As learners construct their understanding about an ET and develop related skills by actually passing through the [...] Read more.
Implementing an Emerging Technology (ET) is a difficult task due to people lacking ET-related knowledge and skills or having skeptical and negative attitudes towards the ET. As learners construct their understanding about an ET and develop related skills by actually passing through the ET Innovation Process (IP) stages (Awareness, Acceptance and Adoption), it could be useful to provide them with training that imitates certain IP stages. Using Artificial Intelligence Enhanced Robotics (AIER) as the example ET, we designed a two-day workshop to lead learners (n = 16) through the AIER IP Awareness stage, and a six-week training course with eight contact days to simulate the AIER IP Acceptance stage to learners (n = 10). Using online surveys and quantitative content analysis methods we confirmed that the workshop format increased the AIER-related self-confidence and general knowledge in 78% of participants, while the training course helped more than half of the participants to construct usable knowledge about a specific AIER and to see its possibilities in their specific work-place contexts. This paper is the pilot of using the Technology-Enhanced Learning Innovation Process (TELIP) model, first tested on a STEAM innovation, outside the educational context, for developing appropriate training approaches for specific ET IP stages. Full article
(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)
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Article
Green STEM to Improve Mathematics Proficiency: ESA Mission Space Lab
Mathematics 2021, 9(17), 2066; https://doi.org/10.3390/math9172066 - 26 Aug 2021
Viewed by 1068
Abstract
The main goal of this study was to improve students’ outcomes and perception in Mathematics. For this, 12 out of 34 voluntary students were involved in an international contest: European Space Agency (ESA) Mission Space Lab. The experience was organized as STEM, under [...] Read more.
The main goal of this study was to improve students’ outcomes and perception in Mathematics. For this, 12 out of 34 voluntary students were involved in an international contest: European Space Agency (ESA) Mission Space Lab. The experience was organized as STEM, under a guided PjBL. Students identified an environmental problem, executed a way to monitor it from the International Space Station (ISS) and interpreted the data received. Students’ final report was awarded by ESA. Additionally, participants increased their performance in their math final exams compared to the control group. Furthermore, the perception of students and their families about the usefulness of mathematics was very positive. The only drawback detected was the increase of workload. Thus, Green STEM, using direct instruction and guide in PjBL, may be a good tool to improve students’ grades and opinion about the importance of mathematics. Full article
(This article belongs to the Special Issue STEAM Teacher Education: Problems and Proposals)
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