Person:
Lasa Oyarbide, Aitzol

Profile Picture

Email Address

person.page.identifierURI

https://academica-e.unavarra.es/handle/2454/49376

Birth Date

Research Projects

Organizational Units

Job Title

Last Name

Lasa Oyarbide

First Name

Aitzol

person.page.departamento

Estadƭstica, InformƔtica y MatemƔticas

person.page.instituteName

ORCID

0000-0001-7267-6614

person.page.upna

8927

Name

Filters

20201
Reset filters

Settings

Author: Lasa Oyarbide, Aitzol Ɨ Subject: Primary education Ɨ Subject: Didactical situations in mathematics Ɨ

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    PublicationOpen Access
    Mathematical content on STEM activities
    (Indonesian Mathematical Society, 2020) Lasa Oyarbide, Aitzol; Abaurrea Larrayoz, Jaione; Iribas Pardo, Haritz; Estadƭstica, InformƔtica y MatemƔticas; Estatistika, Informatika eta Matematika; Gobierno de Navarra / Nafarroako Gobernua
    In 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.