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

El Bedewy, Shereen; Lavicza, Zsolt; Lyublinskaya, Irina

doi:10.1080/17513472.2024.2321563

Cited by 1 publication

(1 citation statement)

References 37 publications

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“…While research in science education has long exploited science museums for informal education experiences [2], mathematics education has received less attention in this regard. There are only a few instances where mathematics education, beyond popularization, has been addressed within science museums or exhibitions from an interdisciplinary perspective [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Mathematics in Art and History Museums: An Informal Mathematics Education Case for Teachers’ In-Service Training

Casi,

Sabena

2024

Education Sciences

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Recognizing the omnipresence of mathematics across various contexts, this paper addresses the untapped potential of museums as rich venues for informal mathematics learning beyond traditional educational settings like classrooms. This paper presents the InformalMath program, designed for the professional development of primary and middle school teachers using integrating mathematics education within art and history museums through designing mathematics visit workshops. Specifically, the focus is placed on Phase 1 of the program, in which teachers participated in two informal mathematics education workshops at two museums in Turin, Italy, and were asked to reflect on their participation through a written essay. The analysis of the essays reveals significant engagement, appreciation of mathematics as a cultural artifact, and the emergence of creativity and inclusion among participating teachers. These findings highlight the benefits of such interdisciplinary approaches in enhancing mathematical understanding and pedagogical strategies. Conclusions emphasize the program’s success in not only enriching teachers’ instructional repertoire but also in promoting a more holistic, engaging, and contextualized approach to mathematics education, suggesting a promising avenue for future educational practices and research in informal learning environments.

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