STEAM Approach as a Didactic Strategy to Strengthen the Teaching of Systems of Linear Equations in Upper Basic General Education
DOI:
https://doi.org/10.51247/st.v9iS2.824Keywords:
STEAM; systems of linear equations; mathematics learning; GeoGebra.Abstract
The teaching of systems of linear equations presents difficulties in Basic General Education due to their level of abstraction and the predominance of traditional methodologies focused on mechanical procedures; therefore, this study aimed to analyze the impact of the STEAM approach as a didactic strategy in their teaching. The research was conducted under a quantitative approach, using a pre-experimental pretest–posttest design applied to 37 tenth-grade students, in which the pedagogical intervention integrated collaborative work, contextualized problem-solving, and the use of the technological tool GeoGebra, promoting active and meaningful learning. The results showed an improvement in academic performance, increasing from an average of 5.6 in the pretest to 8.0 in the posttest, while the paired Student’s t-test (t = 10.77; p < 0.001) confirmed statistically significant differences between both measurements; likewise, the learning gain calculated using Hake’s normalized gain index was at a medium–high level. In this sense, the study provides empirical evidence that the implementation of the STEAM approach, supported by technological tools, strengthens conceptual understanding and the development of problem-solving skills, contributing significantly to the didactics of mathematics in school contexts.
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