Challenging Examples of the Wise Use of Computer Tools for the Sustainability of Knowledge and Developing Active and Innovative Methods in STEAM and Mathematics Education

Abstract

The rapid changes in information and communication technology (ICT), the increasing availability of processing power, and the complexity of mathematical software demand a radical re-thinking of science, technology, engineering, arts, and mathematics (STEAM), as well as mathematics education. In the transition to technology-based classrooms, the constant use of educational software is a requirement for sustainable STEAM and mathematics education. This software supports a collaborative and actionable learning environment, develops 21st-century skills, and promotes the adoption of active and innovative methodologies. This paper focuses on learning and teaching mathematics and analyzes the role and utility of ICT tools in education as computer algebra systems (CAS) and dynamic geometry systems (DGS) in implementing active and innovative teaching methodologies related to sustainable STEAM education. Likewise, it highlights the necessity for learners to have extensive knowledge of mathematical theory, an essential asset to ensure the reliable and effective use of mathematical software. Through a practical experiment, this study aims to highlight that a mixed teaching method can significantly improve the sustainability of math knowledge. It provides various solid examples of CAS and DGS applications to emphasize its usage rooted in a mathematical background to enable learners to identify when the computer solution is unreliable. The study highlights that the proper use of CAS and DGS is an efficient method of deepening our understanding of mathematical notions and solving tasks in STEAM subjects and real-life applications. This paper’s goal is to direct our attention to the proper and intelligent use of computer tools, especially symbolic calculators, such as CAS and DGS, without providing an in-depth analysis of the challenges of these technologies. The outcomes of the paper should offer educators and learners new elements of active strategies and innovative learning models that can be immediately applied in education.

Factors influencing in-service teachers’ technology integration model: Innovative strategies for educational technology

“…Teachers with more teaching experience will slack off in their ability to apply ICT, while teachers with less experience may be the reason for new careers, and have a stronger desire to work and learn, so the cultivation of their digital applications will be more efficient. Therefore, successful technology integration in formal learning frequently necessitates overcoming reluctance and barriers from teachers, students, and even the institution itself [ 69 ]. Eliminating these hurdles is required but not sufficient for formal learning innovation to be sustained.…”

“…Technology such as computers, laptops, printers, scanners, software programs, data projectors, and interactive teaching boxes are all examples of ICT instruments [ 67 , 68 ]. ICT tools are the collection of recently developed technologies that facilitate the more effective conveyance of information [ 69 , 70 ]; these have altered people’s access to information and, by extension, their interactions with one another [ 71 , 72 ]. ICT, as its abbreviation indicates, is currently essential to the creation of new educational projects and policies [ 73 ].…”

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

“…This implicates that the qualified mathematics learning has to be provided for students that they can get and mastery these abilities. Moreover, Kortesi et al [77] stated that mathematics learning refers to teachers' effort for students to get the mathematics concepts in a variety of contents, such as number and operations, algebra, measurement, geometry, and statistics & probability that they can accurately and precisely apply those in solving daily life problems. So, whatever promoting factors that can facilitate the activities of mathematics learning have to be involved in the learning environment.…”

“…This reason can be done in that ICT enables in constructing innovative and creative learning media. As a consequence, this learning media creates mathematics learning to be well undergoing and interesting [77,123]. Furthermore, Phuong et al [123] explained that an interesting mathematics lesson besides enhancing students' motivation and interest, it also helps in constructing students' knowledge and understanding in mathematics.…”

Measurement of the level of knowledge of augmented reality in regular basic education teachers of the computer course in Metropolitan Lima after the first year of the health emergency caused by the COVID-19 virus

“…Regarding the dimension "teaching practice with ICT", it is important to analyze the concept of STEAM methodology [31]- [34]. It unites the approaches of both arts and science.…”