This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers’ opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students’ development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies.

Readers of the journal Education Sciences probably agree that playing games comes naturally—we all know how to play some game—however, because of the complexity of gaming, it is almost exclusively limited to mammals with regard to all animals: almost 80% of mammals use some sort of game for learning

Context is a key element in statistics education. The objective of this study is to examine the capacity of 14- and 15-year-old students to work with real data, analyse statistical graphs and frequency tables and interpret statistical data in its context. The results of the descriptive, exploratory analysis show that most students were correctly able to analyse and interpret data presented through statistical graphs and tables. However, some students had difficulties when it came to identifying the represented variables. More difficulties arose when calculating and interpreting means and medians — generally produced from the use of class midpoints — and making decisions. Students made little use of the context the data were presented in. Results reinforce the importance of using context in the teaching of statistics, encouraging justified decision-making.

Se analiza la comprensión de tablas estadísticas (de recuento y de frecuencias) con 78 alumnos españoles de 7-8 años de tres centros escolares. A partir de un enfoque mixto, descriptivo y exploratorio, basado en un análisis del contenido de tipo convencional, se ha diseñado y analizado una actividad basada en datos del contexto de la COVID-19, estructurada en cuatro fases: diálogo inicial, trabajo individual, en pequeño grupo y en gran grupo. El foco del análisis se sitúa en la construcción de tablas y su interpretación, junto con la transnumeración. Los datos revelan: 1) un buen nivel de interés, participación y capacidad de reflexión del alumnado; 2) la mayoría del alumnado ha sido capaz de elaborar tablas de recuento y la mitad ha realizado la transnumeración a tablas de frecuencias, detectando algunas dificultades y errores tanto en la realización como en la interpretación posterior. Se concluye que estos resultados permiten comprender mejor el desarrollo de la alfabetización estadística del alumnado de los primeros niveles y, consecuentemente, aportan datos relevantes para diseñar programas de formación del profesorado más eficaces.

We analyze how sustainability competences are integrated into the current Spanish primary education curriculum, and specifically in the area of Mathematics. Using the qualitative content analysis method, we have analyzed the presence in the curriculum of keywords that are related to terms involving the GreenComp sustainability competences, organized into four areas: (1) embodying sustainability values, (2) embracing complexity in sustainability, (3) envisioning sustainable futures and (4) acting for sustainability. The results show that: (a) sustainability competences are mainly present in the subject of Understanding Nature, Society and Culture, while they are very scarce in Mathematics; (b) the area of sustainability competences most present in the subject of Mathematics is embracing complexity in sustainability, while the least present is embodying sustainability values. Based on the main findings, we conclude that it is necessary to promote an Agency for Action to increase the presence of sustainability competences in the mathematics curriculum.

En este estudio se analizan las creencias de 141 futuros maestros sobre la disposición y la seguridad para enseñar matemáticas. Para la identificación de estas creencias se han administrado dos cuestionarios previamente validados y se han analizado los datos a través de una metodología cuantitativa. Los resultados muestran que más de la mitad de los estudiantes creen que no todas las personas tienen la misma capacidad para las matemáticas; un porcentaje significativo se muestra más inseguro para enseñar matemáticas que otras disciplinas; y los estudiantes que presentan creencias más positivas proceden de un bachillerato científico. Estos resultados aportan información para diseñar estrategias didácticas durante la formación inicial que favorezcan el desarrollo profesional de los futuros maestros.