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Mathematics
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Recent Advances in STEM Education
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Recent Advances in STEM Education

A special issue of Mathematics (ISSN 2227-7390).

Deadline for manuscript submissions: closed (31 July 2022) | Viewed by 36978

Special Issue Editor

Prof. Dr. José Luis Lupiáñez Gómez

E-Mail Website
Guest Editor
Department of Didactics of Mathematics, Universidad of Granada, 18071 Granada, Spain
Interests: STEM education; mathematics education; teachers training
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

STEM education responds to a curricular model in which four areas, science, technology, engineering, and mathematics, are combined to promote an integrated learning with a wide spectrum of applications. STEM represents an interdisciplinary educational strategy, where academically rigorous concepts of these disciplines are joined and complemented to respond to different aspects of the real world.

In recent years, international research has been concerned with investigating issues related to the nature of this curricular approach, with the levels of integration of the four disciplines that comprise it, with the training plans and professional development of the teachers who have to implement it, and with the impact on student learning when educational proposals are put into practice from that perspective. The development of mathematical and scientific literacy should be a priority of any society in the 21st century. Participation in scientific and problem-solving experiences and approaching the work of mathematicians, scientists, and engineers not only promotes a deeper understanding of scientific models but also helps to develop scientific reasoning and facilitate learning of the applications of mathematics, science and technology.

This Special Issue collects papers with the aim of delving into these lines of interest on STEM education and laying rigorous academic foundations that allow solid progress in current international educational research.

Prof. Dr. José Luis Lupiáñez
Guest Editor

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 2600 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

  • STEM education framework
  • integrated STEM education
  • teachers training
  • improving STEM education
  • modelling
  • problem-based learning (PBL)
  • women in science

Published Papers (10 papers)

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Research

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38 pages, 9438 KiB  
Article
Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education
by Silvia Natividad Moral-Sánchez, M.ª Teresa Sánchez-Compaña and Isabel Romero
Mathematics 2022, 10(18), 3252; https://0-doi-org.brum.beds.ac.uk/10.3390/math10183252 - 07 Sep 2022
Cited by 5 | Viewed by 3579
Abstract
Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete [...] Read more.
Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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16 pages, 278 KiB  
Article
Why Not STEM? A Study Case on the Influence of Gender Factors on Students’ Higher Education Choice
by Paloma de las Cuevas, Maribel García-Arenas and Nuria Rico
Mathematics 2022, 10(2), 239; https://0-doi-org.brum.beds.ac.uk/10.3390/math10020239 - 13 Jan 2022
Cited by 17 | Viewed by 5352
Abstract
The gender gap in STEM-related job positions is a fact, and it is closely related to the low percentage of women studying STEM degrees. This poses a problem because Europe, as well as the United States and the rest of the developed countries, [...] Read more.
The gender gap in STEM-related job positions is a fact, and it is closely related to the low percentage of women studying STEM degrees. This poses a problem because Europe, as well as the United States and the rest of the developed countries, keep demanding the best engineers and scientists to continue developing innovative products. This problem can thus be approached by answering, firstly, the following question: Why are women not studying STEM degrees? In this paper, we summarize the factors, found in literature, that influence students—both boys and girls—to not study STEM, particularly engineering, computer sciences and technology. We study these influence factors in a sample of N = 338 students from a secondary school placed in the south of Spain; we carry out a survey in order to find out if those students fill out the same answers other researchers have found and published in the related literature. Our main conclusions are as follows: The results confirm that the number of women in technical courses decreases when the level of the course increases; the lack of role models is not an impediment for girls to feel comfortable; unlike boys, girls will not choose engineering, even if their scoring in STEM is good; and we found that girls and women see themselves as not capable of studying an engineering degree more than boys and men do. These results contribute to a deeper understanding of the situation regarding the gender gap in STEM fields in ages in which both girls and boys must choose their future studies. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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20 pages, 1523 KiB  
Article
Systematic Review of the Development of Spatial Intelligence through Augmented Reality in STEM Knowledge Areas
by Francisco del Cerro Velázquez and Ginés Morales Méndez
Mathematics 2021, 9(23), 3067; https://0-doi-org.brum.beds.ac.uk/10.3390/math9233067 - 28 Nov 2021
Cited by 10 | Viewed by 3301
Abstract
This study presents a systematic review (SR) of the literature on the use of Augmented Reality (AR) for the development of spatial skills of secondary and higher education students in the teaching of subjects related to the area of Science, Technology, Engineering and [...] Read more.
This study presents a systematic review (SR) of the literature on the use of Augmented Reality (AR) for the development of spatial skills of secondary and higher education students in the teaching of subjects related to the area of Science, Technology, Engineering and Mathematics (STEM). Numerous researchers have confirmed that students tend to have difficulties in acquiring learning content with a high visual load, which is why AR is being used to improve teaching–learning processes. This paper aims to present information of interest to researchers, teachers and software developers about the advantages and limitations of AR in the development of spatial intelligence, the integration and development of AR applications, as well as the predominant spatial skills and assessment methods. In this regard, an initial search was carried out which returned 242 articles. After reviewing and assessing their eligibility, a total of 17 papers published since 2002 were selected. The findings reveal an increase in the number of investigations over the last few years. Some of the most notable findings are the improvement of spatial skills of students through the inclusion of AR in educational environments, the need for teacher training, the lack of personalization in the applications developed and the scarcity of augmented materials in the form of Open Educational Resources (OER). Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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22 pages, 10991 KiB  
Article
Connecting Mathematics and Science in Primary School STEM Education: Modeling the Population Growth of Species
by Genaro de Gamboa, Edelmira Badillo, Digna Couso and Conxita Márquez
Mathematics 2021, 9(19), 2496; https://0-doi-org.brum.beds.ac.uk/10.3390/math9192496 - 05 Oct 2021
Cited by 5 | Viewed by 3478
Abstract
In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed [...] Read more.
In this research, we explored the potential of using a research-based teaching and learning sequence to promote pupils’ engagement in practices that are coherent with those of real world mathematical and scientific activity. This STEM (Science, Technology, Engineering and Mathematis) sequence was designed and implemented by pre-service teachers and science and mathematics education researchers with the aim of modeling the growth of a real population of rabbits. Results show explicit evidence of pupils’ engagement in relevant mathematical and scientific practices, as well as detailed descriptions of mathematical connections that emerged from those practices. We discuss how these practices and connections allowed the progressive construction of models, and the implications that this proposal may have for STEM task design and for the analysis of extra-mathematical connections. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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19 pages, 3392 KiB  
Article
Measurement in Primary School Mathematics and Science Textbooks
by Ana B. Montoro, Carmen Gloria Aguayo-Arriagada and Pablo Flores
Mathematics 2021, 9(17), 2127; https://0-doi-org.brum.beds.ac.uk/10.3390/math9172127 - 02 Sep 2021
Viewed by 5299
Abstract
The STEM (science, technology, engineering and mathematics) approach to education has acquired considerable prominence among teachers in recent years. Putting forward integrated proposals is nonetheless complex and many educators opt to implement the ones set out in textbooks. We consequently deemed it worthwhile [...] Read more.
The STEM (science, technology, engineering and mathematics) approach to education has acquired considerable prominence among teachers in recent years. Putting forward integrated proposals is nonetheless complex and many educators opt to implement the ones set out in textbooks. We consequently deemed it worthwhile to analyse how content common to mathematics and science is addressed in primary school textbooks with a view to determining whether the approaches adopted complement one another and are compatible with STEM education. More specifically, in light of the importance of measurement in both areas of learning and in everyday life, we describe the meaning of mass and volume found, in two publishers’ textbooks. Based on the components of the meaning of measurement and deploying content analysis techniques, we analysed the explanations and tasks set out in these mathematics and science books to identify the similarities and differences in the handling of those magnitudes in the two subjects. Our findings showed the proposals for teaching mass to pursue similar objectives in the earliest grades, addressing matters that could be included in STEM proposals. On the contrary, inconsistencies were detected in the distribution of volume measurement-related content, as well as in the strategies, units and tools used in the two areas. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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9 pages, 434 KiB  
Article
Critical Examination Using Business Intelligence on the Gender Gap in Information Technology in Brazil
by Erica L. Gallindo, Hobson A. Cruz and Mário W. L. Moreira
Mathematics 2021, 9(15), 1824; https://0-doi-org.brum.beds.ac.uk/10.3390/math9151824 - 02 Aug 2021
Cited by 5 | Viewed by 1919
Abstract
In the early 1990s, cyberfeminism emerged as an area of knowledge to discuss the connection between gender and technology. According to UNESCO, women are underrepresented in the field of science, technology, engineering, and mathematics and less than a third of women worldwide work [...] Read more.
In the early 1990s, cyberfeminism emerged as an area of knowledge to discuss the connection between gender and technology. According to UNESCO, women are underrepresented in the field of science, technology, engineering, and mathematics and less than a third of women worldwide work in scientific research and development. However, this number has grown and this reality is constantly changing. In this context, using business intelligence techniques, this study analyzes data from the computer and information and communication technology market to characterize the impact of the performance of women in these areas. It is expected to show that this performance in the highlighted fields is still a challenge in Brazil. Based on this hypothesis, results indicates that public policies must be focused on the base, i.e., to encourage young women to work in STEM areas. This study could encourage policymakers to find solutions to the challenges presented in this research. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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15 pages, 4178 KiB  
Article
Enriching Elementary School Mathematical Learning with the Steepest Descent Algorithm
by Roberto Araya
Mathematics 2021, 9(11), 1197; https://0-doi-org.brum.beds.ac.uk/10.3390/math9111197 - 25 May 2021
Cited by 8 | Viewed by 2854
Abstract
The steepest descent (or ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary [...] Read more.
The steepest descent (or ascent) algorithm is one of the most widely used algorithms in Science, Technology, Engineering, and Mathematics (STEM). However, this powerful mathematical tool is neither taught nor even mentioned in K12 education. We study whether it is feasible for elementary school students to learn this algorithm, while also aligning with the standard school curriculum. We also look at whether it can be used to create enriching activities connected to children’s real-life experiences, thus enhancing the integration of STEM and fostering Computational Thinking. To address these questions, we conducted an empirical study in two phases. In the first phase, we tested the feasibility with teachers. In a face-to-face professional development workshop with 457 mathematics teachers actively participating using an online platform, we found that after a 10-min introduction they could successfully apply the algorithm and use it in a couple of models. They were also able to complete two complex and novel tasks: selecting models and adjusting the parameters of a model that uses the steepest descent algorithm. In a second phase, we tested the feasibility with 90 fourth graders from 3 low Socioeconomic Status (SES) schools. Using the same introduction and posing the same questions, we found that they were able to understand the algorithm and successfully complete the tasks on the online platform. Additionally, we found that close to 75% of the students completed the two complex modeling tasks and performed similarly to the teachers. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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23 pages, 872 KiB  
Article
Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory
by David Valiente, Héctor Campello-Vicente, Emilio Velasco-Sánchez, Fernando Rodríguez-Mas and Nuria Campillo-Davo
Mathematics 2021, 9(5), 558; https://0-doi-org.brum.beds.ac.uk/10.3390/math9050558 - 06 Mar 2021
Cited by 2 | Viewed by 2080
Abstract
University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work [...] Read more.
University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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17 pages, 308 KiB  
Article
How to Evaluate the STEM Curriculum in Spain?
by Laura Estévez-Mauriz and Roberto Baelo
Mathematics 2021, 9(3), 236; https://0-doi-org.brum.beds.ac.uk/10.3390/math9030236 - 25 Jan 2021
Cited by 4 | Viewed by 3296
Abstract
There is a wide demand for professionals related to the science, technology, engineering and mathematics (STEM) field; nevertheless, the number of students is decreasing every day, and the presence of women is also scarce. Within the Spanish context, different programs are promoting measures [...] Read more.
There is a wide demand for professionals related to the science, technology, engineering and mathematics (STEM) field; nevertheless, the number of students is decreasing every day, and the presence of women is also scarce. Within the Spanish context, different programs are promoting measures for STEM skills’ development; however, they are neither collected nor evaluated under a common umbrella. For that reason, it seems appropriate to investigate the possibilities of carrying out a STEM certification, involving the management and teaching practice of secondary and high school education centers. The present work has developed an evaluation instrument based on the work by The Friday Institute for Educational Innovation from the North Carolina State University (USA). The model proposed looking at obtaining a high-quality STEM Center certification in the Spanish context, seeking to guarantee that the efforts made are systematically collected and evaluated in a common framework. This model includes an evaluation rubric with 5 dimensions and a series of indicators, classifying the centers in 4 levels of development. The aim is to provide a framework to establish, monitor and guide their STEM culture development with a global perspective, counting with the entire educational community, working on STEM skills in a transversal manner. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)

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10 pages, 581 KiB  
Essay
In Search of a Long-Awaited Consensus on Disciplinary Integration in STEM Education
by David Aguilera, José Luis Lupiáñez, José Miguel Vílchez-González and Francisco Javier Perales-Palacios
Mathematics 2021, 9(6), 597; https://0-doi-org.brum.beds.ac.uk/10.3390/math9060597 - 11 Mar 2021
Cited by 16 | Viewed by 3326
Abstract
The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches [...] Read more.
The emergence of STEM (Science, Technology, Engineering, and Mathematics) in research and the practice of science, technology, engineering, and mathematics education is today an unquestionable fact at international level. Despite the importance attached to STEM education, there is a lack of synthesized approaches to teaching the interdisciplinarity of STEM. This lack of synthesis can hinder a strong theoretical foundation for STEM education and possible new contributions. The purpose of this position paper is to contribute a theoretical framework for STEM education that enables the unification of criteria regarding disciplinary integration and associated teaching methods. The authors discuss disciplinary integration in STEM activities, the implication of STEM literacy, educational stage, and teaching method, and provide suggestions for future research. Full article
(This article belongs to the Special Issue Recent Advances in STEM Education)
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