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- STE(A)M aprroach: distinguishing and discussing meaningsPublication . Teixeira, Patrícia Bértolo; Martins, Cristina; Rocha, Helena A.The STE(A)M approach has been recognized by several authors for its potential in assisting teaching and learning, and several curriculum standards already value its application in the classroom [1]. This approach is based on the articulation between different areas, the clarification, and the deepening of the concepts being studied. Although there are different approaches, according to the fields involved, STEM and STEAM are two among the most often mentioned in the literature. STEM is based on learning that integrates the following areas of knowledge: Science, Technology, Engineering, and Mathematics. The conceptualization of the STE(A)M approach is not consensual and uniform. There are different models focusing on problem-solving based learning, project-based-learning, design-based learning, and engineering models. Still, different authors [3] [4] [5] present different conceptualizations of this approach. In this paper, we relied on the existing literature to discuss the different understandings of the STE(A)M approach. We will also pay attention to mathematics and how different authors see the disciplines’ role within a STE(A)M approach and discuss the evolution of the mentioned authors’ positions throughout time. Thus, methodologically, we undertook the following steps: (i) literature search based on the selected keywords; (ii) selection of the texts, considering the authors and time gap, in order to analyze the evolution of the research and (iii) collection and organization of the relevant topics for the study. This study aims to present the meanings, conceptualizations, and possible influences present in different models and for understand the evolution of the STEM and STEAM approaches over time. The main findings suggest a focus on the interdisciplinary or transdisciplinary approach as opposed to the primeval years of investigations in STEM and STEAM when many authors advocated a multidisciplinary approach. This change in thinking is due to the need to train students in an integral and holistic manner, developing citizens with transversal knowledge and skills prepared for the current societal challenges.
- Mathematics teaching and learning process: the effect of problem-based learningPublication . Teixeira, Patrícia Bértolo; Rodrigues, Maria José; Gonçalves, AdorindaThis text is part of a larger study developed as part of the Final Internship Report for obtaining the master’s degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. The theme is Problem-Based Learning (PBL), characterized as an innovative teaching and learning methodology, which translates into the multiplicity of materials, resources and strategies. It seems relevant to us to find activities that focus on the student in order to captivate his attention, thus putting him in the learning focus, essential in the current educational context. In this paper we focus on the following questionproblem: "How does PBL influence the teaching and learning process of mathematics?", considering the following objectives: i) to investigate whether PBL is favorable to the teaching and learning process of mathematics; ii) to reflect on mathematics educational practices based on PBL. The study, qualitative and interpretative, analyzes two points of view: the students' view and perspectives on the educational practices experienced and the researcher/teacher's own selfreflection on their practices. The techniques used to collect data in investigation were participant observation and the survey trough questionnaire applied to twenty-six students from the 4th grade of the elementary school. The results allowed us to collect very complete opinions, regarding the way to motivate students to the current educational reality, making them future adults with critical thinking, autonomy, argumentative capacity, self-determination and proactivity. ABRP proved to be a teaching and learning methodology that provides dynamism and student motivation. The results of the researcher's diary analysis, and the results of the questionnaires, showed the students' interest in the teaching practices, a greater initiative in participating in activities, and a greater commitment to the work done. The students considered themselves more active and communicative, and valued the learning of the contents worked on. However, we also found constraints in PBL, from the teachers' point of view, namely time management and preparation of activities. We conclude that the researcher/teacher needs to make a prior and thorough study of the group with which he/she will work, about the content themes to be developed, to then design a feasible planning in the time available and the time needed.
- Mathematics teaching and learning process: the effect of problem-based learningPublication . Teixeira, Patrícia Bértolo; Rodrigues, Maria José; Gonçalves, AdorindaThis text is part of a larger study developed as part of the Final Internship Report for obtaining the master’s degree in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences of the 2nd Cycle of Basic Education. Its theme is Problem-Based Learning (PBL), characterized as an innovative teaching and learning methodology, which translates into the multiplicity of materials, resources and strategies. It seems relevant to us to find activities that focus on the student to captivate his attention, thus putting him in the learning focus, essential in the current educational context. In this paper we focus on the following question-problem: "How does PBL influence the teaching and learning process of mathematics?", considering the following objectives: i) to investigate whether PBL is favourable to the teaching-learning process of mathematics; ii) to reflect on mathematics educational practices based on PBL. The study, qualitative and interpretative, analyses two points of view: the students' view and perspectives on the educational practices experienced and the researcher/teacher's own self-reflection on their practices. The techniques used to collect data in investigation were participant observation and the survey trough questionnaire applied to twenty-six students from the 4th grade of the elementary school. The answers allowed us to collect very complete opinions, regarding the way to motivate students to the current educational reality, making them future adults with critical thinking, autonomy, argumentative capacity, self-determination and proactivity. The study shows that PBL proved to be a teaching and learning methodology that provides dynamism and student motivation. The results of the researcher's diary analysis, and the results of the questionnaires, showed the students' interest in the teaching practices, a greater initiative in participating in activities, and a greater commitment to the work done. The students considered themselves more active and communicative, and valued the learning of the contents worked on. However, we also found constraints in PBL, from the teachers' point of view, namely time management and activities preparation. We conclude that the researcher/teacher needs to make a prior and thorough study of the group with which he/she will work, about the content themes to be developed, to then