Society is in an incessant process of reflection but the educational system is not following the same path, creating an urgent need for a quality educational renovation in which new methodologies, approaches and educational resources are developed based on creation, collaboration and learning by doing. In this sense, the integrated education of science, technology, engineering, art, and mathematics (STEAM) is postulated as an educational approach through which to transform the teaching-learning processes into processes that contribute to the development of critical, creative, and scientific thinking. Proof of this is the continuous increase in publications in this line of research. This article presents a systematic review with a total of 19 studies published in high-impact journals with the aim of making a critical reflection and evaluating the real scope of incorporating STEAM projects in education to improve the students' mathematical skills. In particular, five areas of interest have been evaluated: active learning in the teaching of STEAM subjects, the development of technological resources, the design and implementation of educational proposals, the evaluation of STEAM education and teacher training in STEAM education. Considering the results, we emphasize the need to continue working on the theoretical foundation and educational practice of this approach to allow teachers to implement it effectively.

This paper analyzes the relationship between efficiency and innovation activity in Spanish industrial and service sectors by introducing a new methodology framework. A new model combining principal component analysis (PCA) and data envelopment analysis (DEA) is applied in order to obtain an efficiency score. To achieve a more comprehensive evaluation, a large dataset is included, but a large number of variables compared with the number of decision-making units (DMUs) may diminish the discriminatory power of DEA. To avoid this effect, we first apply PCA to separately obtain the input and output main factors. We then apply DEA to the new variables. The PCA–DEA model allows us to identify 5 efficient sectors out of 42. If only DEA were applied, 16 sectors would turn out to be efficient. This shows that the model improves the discriminatory capability of DEA. Methodologically, this work contributes to the literature by proposing an efficiency measurement using a large number of inputs and outputs that could be applied in different fields. Likewise, this analysis allows for the evaluation and interpretation of innovation activity in the different sectors, which can be taken into account in the management and allocation of resources by institutions.

Advances in education are increasingly important, and it is necessary to look for methodological strategies that enhance the value of mathematics in society and promote integrated training that helps students reason critically and rigorously. In this sense, math trails with a focus on STEM and sustainable development are a good resource to connect mathematics with the environment in a transversal way with other disciplines. A total of 35 postgraduate students in secondary education and 30 undergraduate students in primary education participated in this research and received a training course from experts in mathematics teaching. During the experience, the graduate students designed trails that were tested by the undergraduate students after a prior review by three in-service primary teachers. Likert scale questionnaires and open questions were asked of the students to evaluate the training received and the execution of the experience. Likewise, it was also decided to hold a debate with the participants and a guided interview with in-service teachers to assess the possible application of the resource in primary education courses. The results show a very positive assessment of the experience and allow us to support this approach to promote a change in the teaching–learning of mathematics in the last years of primary education.

En el momento científico actual, tal y como afirman Caro Saiz et al. (2020), a pesar de llevarse a cabo gran cantidad de investigaciones disciplinares, también emergen distintas formas de investigación supradisciplinar como son la multidisciplinariedad, la interdisciplinariedad y la transdisciplinariedad. Las sociedades actuales avanzan de forma muy rápida, y los sistemas educativos no siempre evolucionan al mismo ritmo, lo que conlleva pertinentes dificultades en la implementación de nuevos planes de estudio que intentan dar respuesta a la demanda de las sociedades ante estos avances. La educación debe preparar a la ciudadanía para afrontar los retos futuros y dar una respuesta eficiente a la resolución de los problemas complejos que puedan presentarse. Por ello, en este artículo se presenta una revisión bibliográfica para abordar la educación STEM como práctica transdisciplinar en la educación Secundaria Obligatoria y Bachillerato llevada a la práctica del aula. Para ello se han utilizado diferentes bases de datos durante los años 2015-2023, en concreto WOS (Web of Science) y SCOPUS. Con esta revisión se pretende contestar a la pregunta de si las experiencias STEM llevadas a cabo en las aulas han sido diseñadas realmente desde un enfoque transdisciplinar.

INTRODUCCIÓN. La formación inicial del profesorado es un elemento básico para garantizar un sistema educativo de calidad. Los programas de formación, en cualquiera de sus etapas, deben asegurar las competencias del futuro profesor en materia de conocimientos, tanto teóricos como prácticos, y estar actualizados en metodologías educativas innovadoras y en tecnología. MÉTODO. En este trabajo se presenta una experiencia en la que se acerca a los alumnos del Máster en Formación del Profesorado de Educación Secundaria la realidad del aula en la que ejercerán su profesión en un futuro: los alumnos de la especialidad de Matemáticas del máster se transforman en docentes realizando los vídeos necesarios para aplicar la metodología del Aula Invertida (Flipped Learning) en un centro educativo real. RESULTADOS. Los estudiantes del máster aprendieron de un modo significativo a implementar una metodología innovadora, la Clase Invertida, formándose además en la grabación y edición de vídeos educativos. La actividad se complementó con la retroalimentación que se generó desde el centro educativo, enriqueciendo de este modo la experiencia. Para analizar el impacto de la actividad se realizó una encuesta a los estudiantes del máster y una entrevista semiestructurada a una muestra de ellos. DISCUSIÓN. Llevar la práctica real a los profesores en formación es un elemento esencial para su capacitación como docentes. Los estudiantes valoran como muy positivas este tipo de iniciativas, que los formadores de profesores conciben como necesarias para poder enseñar a aplicar los conocimientos teóricos que se imparten en el entorno universitario.

This study explores the impact of problem-based learning methodology on high school students. To do so, an activity based on the logistic function was designed, connecting learning with real and contextualized problems. The research involved 42 students from the scientific-technological and social sciences (SS) specializations. A mixed questionnaire was used, consisting of 26 closed Likert-type questions, which measured the impact of the problem, the methodology, its practical application, and the students’ awareness, along with 3 open-ended questions that provided a more comprehensive view of the students’ perceptions. Positive results were obtained in both groups, with averages ranging from 3 to 5 in all measurable items, though the effects were more moderate in the SS group. The results suggest that PBL enhances motivation and learning in mathematics and strengthens the value of this discipline, although its implementation should be adapted to the context and specific needs of the students.