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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

Author

Listed:
  • Péter Körtesi

    (Faculty of Materials Science and Engineering, University of Miskolc, 3515 Miskolc, Hungary)

  • Zsolt Simonka

    (Department of Mathematics & Actuarial Science, Faculty of Economic Informatics, University of Economics in Bratislava, Dolnozemska Cesta 1, 852 35 Bratislava, Slovakia)

  • Zsuzsanna Katalin Szabo

    (Faculty of Economics and Law, George Emil Palade University of Medicine, Pharmacy, Science, and Technology of Targu Mures, 540566 Târgu Mureș, Romania)

  • Jan Guncaga

    (Faculty of Education, Comenius University in Bratislava, Racianska 59, 813 34 Bratislava, Slovakia)

  • Ramona Neag

    (Faculty of Economics and Law, George Emil Palade University of Medicine, Pharmacy, Science, and Technology of Targu Mures, 540566 Târgu Mureș, Romania)

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.

Suggested Citation

  • Péter Körtesi & Zsolt Simonka & Zsuzsanna Katalin Szabo & Jan Guncaga & Ramona Neag, 2022. "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," Sustainability, MDPI, vol. 14(20), pages 1-23, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:20:p:12991-:d:939031
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    References listed on IDEAS

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    1. Natanael Karjanto & Husty Serviana Husain, 2021. "Not Another Computer Algebra System: Highlighting wxMaxima in Calculus," Mathematics, MDPI, vol. 9(12), pages 1-19, June.
    2. Zsolt Lavicza & Robert Weinhandl & Theodosia Prodromou & Branko Anđić & Diego Lieban & Markus Hohenwarter & Kristof Fenyvesi & Christopher Brownell & Jose Manuel Diego-Mantecón, 2022. "Developing and Evaluating Educational Innovations for STEAM Education in Rapidly Changing Digital Technology Environments," Sustainability, MDPI, vol. 14(12), pages 1-15, June.
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