The STEAM Methodology and PBL in the Integration of Knowledge and Development of Mathematics Competencies
DOI:
https://doi.org/10.5377/rtu.v13i38.19354Keywords:
STEAM methodology, Project-Based Learning (PBL), mathematical competencies, contextualized learningAbstract
The development of mathematical competencies in high school students is currently a challenge. To overcome it, teachers implement various methodologies and strategies aimed at making the knowledge of this discipline more accessible. In this regard, the present research analyzes the effectiveness of the STEAM methodology (Science, Technology, Engineering, Arts, Mathematics) and Project-Based Learning (PBL) in the development of mathematical competencies in eleventh-grade high school students. The main objective was to evaluate how the STEAM and PBL methodologies promote mathematics learning and the development of skills such as critical thinking, creativity, and teamwork. The research followed a non-experimental design, with a mixed-methods approach, mostly quantitative, at a descriptive, cross-sectional level. A survey was conducted with a sample of 17 eleventh-grade students from the Santa Teresa National Institute, along with interviews with two Physics and Mathematics teachers. This was carried out during the second semester of 2023. The results reveal that students positively value the integration of disciplines and the practical application of mathematics, showing significant improvements in their understanding of mathematical concepts. Additionally, collaboration in STEAM and PBL projects strengthened teamwork skills, although a need for greater variety in practical projects was identified.
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