The mathematics teacher's specialized and interdisciplinary knowledge when implementing a STEAM-based activity on the logistic function

Daniel Martín-Cudero; Rocío Guede-Cid; Ana Isabel Cid-Cid; Daniel Martín-Cudero; Rocío Guede-Cid; Ana Isabel Cid-Cid

doi:10.3934/steme.2025036

STEM Education

2025, Volume 5, Issue 5: 802-835. doi: 10.3934/steme.2025036

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Research article

The mathematics teacher's specialized and interdisciplinary knowledge when implementing a STEAM-based activity on the logistic function

Consolidated research group in STEM Education (GIESTEM), Rey Juan Carlos University, 28933 Móstoles, Spain; daniel.mcudero@urjc.es, rocio.guede@urjc.es, ana.cid@urjc.es

Academic Editor: Zlatko Jovanoski

Received: 21 February 2025 Revised: 16 May 2025 Accepted: 09 June 2025 Published: 16 July 2025

This paper identifies and characterizes the specialized and interdisciplinary knowledge of two mathematics teachers, with different academic profiles, when solving an activity with a STEAM approach on different topics in the area of calculus, such as the study of functions and applications of the derivative. For this purpose, the Mathematics Teacher's Specialized Knowledge model was used, which allowed us to analyze the knowledge of mathematics teachers when faced with activities based on real problems. We opted for a purely qualitative study of an interpretative and instrumental nature, using classroom observations, field notes, and semi-structured interviews as instruments for the collection of information. The research results show the potential of the model when it comes to deepening the understanding and specificity of mathematical content and its didactics. However, it would be convenient to reinforce some of its categories when the objective is to use mathematics to explain the behavior of an event in which other disciplines are involved, especially aspects of contextualization and the structure and teaching of mathematics. From the integrated and interdisciplinary point of view, the didactic knowledge of mathematical content is quite complex to detect in teaching practice, and that is why it is so necessary to operationalize it. Finally, the reflections obtained through this research show the importance of identifying both specialized and interdisciplinary knowledge of the mathematics teacher when dealing with class activities considered within the STEAM framework.
- MTSK,
- mathematics teacher knowledge,
- STEAM education,
- interdisciplinary approach,
- teaching and learning of mathematics,
- problem-based learning,
- logistic function
Citation: Daniel Martín-Cudero, Rocío Guede-Cid, Ana Isabel Cid-Cid. The mathematics teacher's specialized and interdisciplinary knowledge when implementing a STEAM-based activity on the logistic function[J]. STEM Education, 2025, 5(5): 802-835. doi: 10.3934/steme.2025036

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Abstract

This paper identifies and characterizes the specialized and interdisciplinary knowledge of two mathematics teachers, with different academic profiles, when solving an activity with a STEAM approach on different topics in the area of calculus, such as the study of functions and applications of the derivative. For this purpose, the Mathematics Teacher's Specialized Knowledge model was used, which allowed us to analyze the knowledge of mathematics teachers when faced with activities based on real problems. We opted for a purely qualitative study of an interpretative and instrumental nature, using classroom observations, field notes, and semi-structured interviews as instruments for the collection of information. The research results show the potential of the model when it comes to deepening the understanding and specificity of mathematical content and its didactics. However, it would be convenient to reinforce some of its categories when the objective is to use mathematics to explain the behavior of an event in which other disciplines are involved, especially aspects of contextualization and the structure and teaching of mathematics. From the integrated and interdisciplinary point of view, the didactic knowledge of mathematical content is quite complex to detect in teaching practice, and that is why it is so necessary to operationalize it. Finally, the reflections obtained through this research show the importance of identifying both specialized and interdisciplinary knowledge of the mathematics teacher when dealing with class activities considered within the STEAM framework.

References

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Author's biography Daniel Martín-Cudero is a lecturer on Mathematics and Statistics at the Rey Juan Carlos University (URJC). He is currently working on his doctoral thesis whose main research topic is STEAM education and the mathematics teacher's knowledge from an interdisciplinary perspective. He is a member of the consolidated research group in STEM education at URJC; Rocío Guede-Cid holds a PhD from the Rey Juan Carlos University (URJC). She is a full professor in Mathematics and Statistics and a member of the Consolidated Research Group in STEM education at URJC. Her research interests focus on the field of innovation and assessment in higher education, as well as on the analysis of the technology transfer process; Ana Isabel Cid-Cid holds a PhD from the Complutense University of Madrid and a Bachelor of Maths from the Basque Country University. She is a full professor at Rey Juan Carlos University (URJC) where she teaches Mathematics and its didactics applied to pre-primary, primary and secondary education. Her research work focuses on the assessment of the students' academic performance, the data analysis of questionnaires and innovation in education. She is a member of the consolidated research group in STEM education at URJC

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