Keywords
Teachers’ knowledge
STEM
Hands-on
Primary school
How to Cite
Abstract
This paper contributes to the literature by presenting new developments about knowledge to teach and practices of primary teachers who participated in a teachers’ professional development programme focused on STEM (Science, Technology, Engineering and Mathematics) hands-on practices. This training context brings added challenges for teachers to innovate their practices in class, namely mathematical practices related to STEM. In particular, we research what knowledge promotes the development and implementation of mathematical interdisciplinary practices within the referred context. With a qualitative methodology and an interpretative approach, and based on data collected for three school years, we conclude that there exists specialized knowledge that is crucial for teachers to be able to develop and implement mathematical interdisciplinary practices in class, which must be taken into account, with a view to the effectiveness of teachers professional development programmes.
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