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dc.rights.licenseAttribution 4.0 International*
dc.contributor.authorIribas Pardo, Haritz
dc.contributor.otherLasa, Aitzol
dc.contributor.otherAbaurrea, Jaione
dc.date.accessioned2020-11-06T16:55:15Z
dc.date.available2020-11-06T16:55:15Z
dc.date.issued2020
dc.identifier.issn2087-8885en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=161603en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/1896
dc.description.abstractIn this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.en
dc.description.sponsorshipGobierno de Navarraes
dc.language.isoengen
dc.publisherUniversitas Sriwijayaen
dc.rights© The authorsen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectSTEMen
dc.subjectSpanish and Portuguese mathematics curriculumen
dc.subjectPrimary educationen
dc.subjectSecondary educationen
dc.subjectDidactical situations in mathematicsen
dc.titleMathematical content on STEM activitiesen
dcterms.accessRightshttp://purl.org/coar/access_right/c_abf2en
dcterms.sourceJournal on Mathematics Educationen
local.contributor.groupBerrikuntza eta esku-hartzea hezkuntza inklusiboaneu
local.description.peerreviewedtrueen
local.description.publicationfirstpage333en
local.description.publicationlastpage346en
local.identifier.doihttps://doi.org/10.22342/jme.11.3.11327.333-346en
local.relation.projectIDIntegration of the maths curriculum for STEM proposals: design, implementation and evaluationen
local.contributor.otherinstitutionhttps://ror.org/02z0cah89es
local.source.detailsVol. 11, nº 3, pp. 333-346en
oaire.format.mimetypeapplication/pdf
oaire.file$DSPACE\assetstore
oaire.resourceTypehttp://purl.org/coar/resource_type/c_6501en
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85en


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Except where otherwise noted, this item's license is described as Attribution 4.0 International