Networking Between Ethnomathematics, STEAM Education, and the Globalized Approach to Analyze Mathematical Connections in Daily Practices

Abstract

Ethnomathematics, STEAM Education, and the Globalized Approach are articulated to analyze mathematical connections in daily practices. For this, the networking strategies were considered (understand the theoretical approaches; contrast-compare; coordinate-combine; synthesize-local integration). In the coordination and comparison, the complementarities between the approaches were evidenced and based on these, an empirical phenomenon was analyzed on the connections in daily practices carried out by five artisans who worked in the elaboration of kites, cabinets, masks, and drawers, agriculture, and masonry. From the integration strategy, three results were identified: (i) intra-disciplinary connections, which make it possible to present mathematics as an integrated whole, rather than as a set of isolated knowledge; (ii) interdisciplinary connections, between knowledge from different disciplines that feed into each other; and (iii) connections between the mathematics practiced by cultural groups with institutionalised mathematics that are, at the same time, globalized because they relate mathematics to the socio-cultural context.

Global Competency Integration in STEAM Fields in Higher Education

“…Another common thread between these two concepts is their shared lack of consensus (Carter, 2020;Vera Cruz et al, 2018). Neither STEAM nor GC has an absolute, globally adopted definition or a standardized method of curriculum implementation, which causes variance in language and assessment data (Chandir & Gorur, 2021;Rodríguez-Nieto & Alsina, 2022).…”

Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories

“…Mathematical connections have been considered a fundamental process standard in the teaching and learning of mathematics in similar ways as problemsolving, reasoning and proof, communication, and representation (National Council of Teachers of Mathematics [NCTM], 2000). When a subject establishes connections, between concepts, representations, meanings and between mathematics and real life, he has a better chance of understanding a mathematical concept better (De la Fuente & Deulofeu, 2022;García-García, 2019;Hiebert & Carpenter, 1992;NCTM, 2000;Rodríguez-Nieto, 2021;Rodríguez-Nieto & Alsina, 2022). NCTM (2000) "recognizes and uses connections among mathematical ideas by emphasizing mathematical connections, teachers can help students build a disposition to use connections in solving mathematical problems, rather than see mathematics as a set of disconnected, isolated concepts and skills" (p. 64).…”

The Effect of STEM Practices on Teaching Speaking Skills in Language Lessons

“…Key elements that contribute to effective STEM education include coherent, aligned, well-designed high-standard educational curricula, high-capacity and well-trained teachers, supportive assessments (testing) and accountability, appropriate instructional time, and equitable access to quality STEM learning opportunities (Morrison, 2006;Rodríguez-Nieto & Alsina, 2022;Turebayeva et al, 2020). Research also emphasizes the abovementioned elements for effective school education.…”