STEAM practices connecting mathematics, arts, architecture, culture and history in a non-formal learning environment of a museum

This study adopts STEAM practices integrating architecture, arts, culture, and history into mathematics education in a museum learning environment. A workshop was conducted with five in-service mathematics teachers in an Egyptian museum, utilizing digital technologies such as GeoGebra, Augmented Rea...

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Bibliographic Details
Published in:Journal of mathematics and the arts 2024-04, Vol.18 (1-2), p.101-134
Main Authors: El Bedewy, Shereen, Lavicza, Zsolt, Lyublinskaya, Irina
Format: Article
Language:English
Subjects:
Architecture
Augmented reality
Culture
history
Learning
mathematics education
non-formal learning environments
STEAM education
Teachers
technology
Three dimensional printing
transdisciplinary education
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Summary:This study adopts STEAM practices integrating architecture, arts, culture, and history into mathematics education in a museum learning environment. A workshop was conducted with five in-service mathematics teachers in an Egyptian museum, utilizing digital technologies such as GeoGebra, Augmented Reality, and 3D Printing to model, visualize and connect the museum collections to their teaching practices. Teachers' modelled artefacts were qualitatively analysed for their artistic, cultural and historical connections. Findings indicate that participants followed the design expected outcomes of these STEAM practices by implementing a transdisciplinary approach towards mathematically modelling the museum objects while connecting to their mathematical, cultural, historical, and artistic relations. Participants' reflections showed positive changes in their attitudes towards considering the museum learning environment for mathematics teaching during the implementation of these STEAM practices. Furthermore, such STEAM practices allowed participants to explore and connect disciplines through interacting with museum collections from artistic, cultural, historical, mathematical, and technological perspectives.
ISSN:1751-3472
1751-3480
DOI:10.1080/17513472.2024.2321563