Estudio de fenómenos físicos en la formación inicial de profesores de Matemáticas. Una experiencia con enfoque STEM

Research reports as a limiting factor the knowledge to recognize a connection between disciplines when students are supported, despite the interest of the teachers in integrating STEM education. In this respect, a STEM education experience was designed. This experience integrated mathematics in contexts of science (physics) and technology, through mathematical modelling. The analysis derives from a qualitative methodology with an interpretive approach. Content analysis is used to study the meanings of mathematics that are expanded in the analysis of the physical phenomenon model integrating thermometers and computational simulations. Results report that the experience allowed pre-service mathematics teachers to reflect on training issues. It evidences a level of preparation and potential that favors the integration of STEM education in their future professional performance. In addition, the scope and limitations of this experience are also reported.