TY - JOUR
T1 - Mathematical and Computational Thinking from a STEAM Proposal
T2 - 2023 International Congress on Education and Technology in Sciences, CISETC 2023
AU - Holguin-Alvarez, Jhon
AU - Villa-Córdova, Gloria
AU - Cusquillo-Uchuypoma, Cynthia
N1 - Publisher Copyright:
© 2023 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
PY - 2023/1/1
Y1 - 2023/1/1
N2 - The multidisciplinary approach can develop more potential and attractive teaching skills and attitudes in teachers due to its flexible and adaptive condition of didactics and curricular contents as opposed to non-integrative constructionist didactics. A multidisciplinary STEAM project for practicing teachers (n = 18) versus constructionist teaching (n = 17) was implemented, and computational thinking and school mathematical thinking were tested. The total number of participants was 913 schoolchildren, who participated in a longitudinal comparative methodology. The group comparison reported effects of the STEAM Integration Programme, which showed that the skills of practicing teachers were more effective than those of teachers who followed the university training scheme (classical constructionism). Among the longitudinal evidence, a greater speed of development of cognitive tasks was found in the last three months of application of the STEAM Project, and operational and testing skills improved, showing a greater effect of the strategies on computational thinking than on mathematical thinking skills.
AB - The multidisciplinary approach can develop more potential and attractive teaching skills and attitudes in teachers due to its flexible and adaptive condition of didactics and curricular contents as opposed to non-integrative constructionist didactics. A multidisciplinary STEAM project for practicing teachers (n = 18) versus constructionist teaching (n = 17) was implemented, and computational thinking and school mathematical thinking were tested. The total number of participants was 913 schoolchildren, who participated in a longitudinal comparative methodology. The group comparison reported effects of the STEAM Integration Programme, which showed that the skills of practicing teachers were more effective than those of teachers who followed the university training scheme (classical constructionism). Among the longitudinal evidence, a greater speed of development of cognitive tasks was found in the last three months of application of the STEAM Project, and operational and testing skills improved, showing a greater effect of the strategies on computational thinking than on mathematical thinking skills.
KW - Computational learning
KW - mathematics
KW - multidisciplinary teaching
KW - pedagogical practice
UR - https://www.scopus.com/pages/publications/85194737186
M3 - Conference article
AN - SCOPUS:85194737186
SN - 1613-0073
VL - 3691
SP - 240
EP - 252
JO - CEUR Workshop Proceedings
JF - CEUR Workshop Proceedings
Y2 - 4 December 2023 through 6 December 2023
ER -