Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project
This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including tea...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/81 |
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| author | José Manuel Dos Santos Dos Santos Astrigilda Pires Rocha Silveira Ana Maria Reis d’Azevedo Breda Zsolt Lavicza |
| author_facet | José Manuel Dos Santos Dos Santos Astrigilda Pires Rocha Silveira Ana Maria Reis d’Azevedo Breda Zsolt Lavicza |
| author_sort | José Manuel Dos Santos Dos Santos |
| collection | DOAJ |
| description | This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system. |
| format | Article |
| id | doaj-art-ea5570472ab240039fa90935e52d3d06 |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-ea5570472ab240039fa90935e52d3d062025-01-24T13:30:31ZengMDPI AGEducation Sciences2227-71022025-01-011518110.3390/educsci15010081Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training ProjectJosé Manuel Dos Santos Dos Santos0Astrigilda Pires Rocha Silveira1Ana Maria Reis d’Azevedo Breda2Zsolt Lavicza3Department of Mathematics, Faculty of Science and Technology, University of Coimbra, Largo D. Dinis, 3000-143 Coimbra, PortugalDepartment of Mathematics, Faculty of Science and Technology, University of Cape Verde, Campus do Palmarejo Grande, 379-C, Praia 7943-010, Cape VerdeDepartment of Mathematics, University of Aveiro, Campus Universitário de Santiago, 3810-193 Aveiro, PortugalLinz School of Education, Johannes Kepler University, Altenberger, Straße 68, 4040 Linz, AustriaThis study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model—including teaching simulations, classroom practice, and structured reflection—qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system.https://www.mdpi.com/2227-7102/15/1/81teacher trainingmathematics educationtechnology integrationGeoGebraSTEAMprofessional development |
| spellingShingle | José Manuel Dos Santos Dos Santos Astrigilda Pires Rocha Silveira Ana Maria Reis d’Azevedo Breda Zsolt Lavicza Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project Education Sciences teacher training mathematics education technology integration GeoGebra STEAM professional development |
| title | Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project |
| title_full | Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project |
| title_fullStr | Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project |
| title_full_unstemmed | Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project |
| title_short | Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project |
| title_sort | challenges in science technology engineering arts and mathematics education in cape verde a study of a mathematics teacher training project |
| topic | teacher training mathematics education technology integration GeoGebra STEAM professional development |
| url | https://www.mdpi.com/2227-7102/15/1/81 |
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