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Design and Evaluation of Teaching and Learning of Sciences and Mathematics in Context

Code: 45013
Credits: 6
2026/2027
Degree programme Type Course
Research in Education OP 1

Contact lecturer

Name :
Èlia Tena Gallego
Email :
elia.tena@uab.cat

Teaching staff

Genaro De Gamboa Rojas
Neus Banqué Martínez

Group languages

You can consult this information at the end of the document.

Prerequisites

None

Objectives

Taking into account the learning acquired in previous modules, this module will explore in greater depth the design of different projects and teaching proposals that enable the contextualised integration of science and mathematics teaching and learning. Emphasis will also be placed on how to assess these proposals by adopting an applied qualitative research approach.

By the end of the module, students are expected to be able to:

  • Understand the role of contexts in projects and teaching proposals for the integration of science and mathematics teaching, especially in relation to STEM and connections.
  • Become familiar with and identify rigorous research in the field of interdisciplinary and STEM/STEAM, including critical reflection on gender-related issues in these areas.
  • Become familiar with and identify research related to research-based design for the iterative improvement of learning situations in science and mathematics education.
  • Identify key elements of mathematical and scientific communication and reasoning in order to develop projects and solve problems in context.
  • Become familiar with and identify digital tools specific to the teaching and learning of science and mathematics, as well as research linked to the use of digital tools in these areas.
  • Become familiar with and apply assessment criteria and processes to learning situations in order to promote contextualised science and mathematics teaching, as well as research linked to the assessment of learning situations in these areas.
  • Evaluate and design competence-based educational proposals with a focus on improving learning situations for the contextualised teaching of science and mathematics.

Learning outcomes

  • CA64 (Study the relevant aspects of the contexts of science and mathematics education, and analyse them as research objectives in order to formulate questions and goals based on them.) Study the relevant aspects of the contexts of science and mathematics education, and analyse them as research objectives in order to formulate questions and goals based on them.
  • CA65 (Adopt innovative approaches to assessment in order to make proposals for improvement and innovation projects on the teaching of science and mathematics in context.) Adopt innovative approaches to assessment in order to make proposals for improvement and innovation projects on the teaching of science and mathematics in context.
  • KA63 (Describe the different theoretical frameworks of reference that guide research and innovation in science and mathematics education based on socially and environmentally relevant contexts.) Describe the different theoretical frameworks of reference that guide research and innovation in science and mathematics education based on socially and environmentally relevant contexts.
  • KA64 (Identify lines of research on the teaching of science and mathematics in context from the relevant professional sources.) Identify lines of research on the teaching of science and mathematics in context from the relevant professional sources.
  • KA65 (Identify problem areas in innovation on science and mathematics education in context and assess which methodological approaches might help to resolve them.) Identify problem areas in innovation on science and mathematics education in context and assess which methodological approaches might help to resolve them.
  • SA50 (Create relevant research and innovation designs in relation to science and mathematics education in context.) Create relevant research and innovation designs in relation to science and mathematics education in context.
  • SA51 (Plan research while taking into account the potential and limitations of digital tools for teaching science and mathematics in context.) Plan research while taking into account the potential and limitations of digital tools for teaching science and mathematics in context.
  • SA52 (Report the conclusions of research on innovations, the knowledge generated and the ultimate supporting reasons to specialised and non-specialised audiences in a clear and unambiguous manner.) Report the conclusions of research on innovations, the knowledge generated and the ultimate supporting reasons to specialised and non-specialised audiences in a clear and unambiguous manner.

Contents

This module will address, in a cross-cutting way, some of the main processes related to science and mathematics education, such as school projects, learning technologies, classroom communication, problem-solving and assessment, as well as research in these areas.

Some of the central topics will be:

  • Contextualisation and interdisciplinary in the teaching of science and mathematics, especially in STEM.
  • STEM identities in the classroom.
  • Mathematical communication aimed at promoting mathematical reasoning around specific curriculum content.
  • Formative, learning-oriented and summative assessment throughout the science and mathematics learning process.
  • The assessment of learning situations from the perspective of Design-Based Research.
  • The use of digital tools in the design of contextualised projects in science and mathematics.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Reading papers 28 1.12
Analysis and group discussion of papers 16 0.64
Production of papers / group work 60 2.4
Tutorials 10 0.4
Classroom practices 18 0.72
Lectures 18 0.72

The learning activities will be developed through the following dynamics:

  • Lectures / taught sessions delivered by the teaching staff
  • Reading of articles and documentary sources
  • Classroom practice: solving problems, cases and exercises, and self-reflection activities
  • Presentation / oral presentation of assignments
  • Tutorials
Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Evaluation of an interdisciplinary project (including the design of a competency-based assessment question) – Group work presentation 45% 0 0 CA64, CA65, KA63, SA51, SA52
Individual reflection document based on the improvement proposals received from the evaluation of a project (also supporting some of the reflections with theoretical references analyzed throughout the module) 45% 0 0 KA63, KA64, KA65, SA50
Participation in class and in a Moodle forum (minimum 80% attendance)- Individual 10% 0 0 CA65, KA63, SA52

In order to access assessment, students must attend 80% of the module sessions. Students’ participation and engagement in the proposed activities and in the development of the working dynamics will be assessed.

Three assessment activities are proposed:

  • Task A: Evaluation of an interdisciplinary project, including the design of a competence-based assessment question or activity – Presentation of the group work. Submission date: 27 May 2027.
  • Task B: Individual reflection document based on the improvement proposals received from the evaluation of a project, supporting some of the reflections with the theoretical references analysed throughout the module- Individual. Submission date: 4 June 2027.
  • Task C: Participation in the Virtual Campus forum – Individual. Participation is expected to be continuous throughout the module. Forum closing date: 4 June 2027.

Recovery/Make-up exam: In order to recover continuous assessment activities, students must submit a report justifying the changes incorporated into the activities on the basis of the teaching staff’s feedback. The maximum mark that can be obtained in the recovery task is five (5.0). The submission deadline via the Virtual Campus will be 9 June 2027.

Single assessment: Students must submit a single document containing the three continuous assessment activities of the module individually:

  • Task A: Evaluation of an interdisciplinary project, including the design of a competence-based assessment question or activity.
  • Task B: Individual reflection document on the improvement proposals for the evaluated project (Task A), supporting some of the reflections with the theoretical references analysed throughout the module.
  • Task C: Participation in the Virtual Campus forum. A single document must be submitted responding to all the reflections proposed in the forum.

The activities will be submitted and defended orally on 27 May 2026, from 17:30 to 21:00. The recovery of the single assessment will consist of submitting a report justifying the changes incorporated into the activities on the basis of the teaching staff’s feedback during the oral defence. The recovery submission must be made via the Virtual Campus and the deadline will be 9 June 2026.

When the student has not submitted at least Task A and Task B, they will be considered non-assessable.

Plagiarism

In accordance with UAB regulations, plagiarism or copying in any assignment, or the use of AI without acknowledgement, will be penalised with a mark of 0, with no possibility of recovery, whether the assignment is individual or group-based. In the case of group work, all members of the group will receive a mark of 0.


Use of Artificial Intelligence (AI) technologies

In this course, the use of artificial intelligence (AI) technologies is permitted exclusively in the tasks authorised by the course lecturer. Students must clearly identify which parts have been generated using this technology, specify the tools used and include a critical reflection on how these tools have influenced the process and the final outcome of the activity. Failure to be transparent about the use of AI in this assessable activity will be considered a breach of academic honesty and will result in a full penalty, that is, a mark of zero for the activity.

Bibliography

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  • Couso, D., Domènech Casal, J., Simarro Rodríguez, C., López Simó, V., & Grimalt-Álvaro, C. (2022). Perspectives, Metodologies i Tecnologies en el desplegament de l’educació STEM. Ciències: Revista Del Professorat de Ciències de Primària i Secundària, 44, 56–71. https://doi.org/10.5565/rev/ciencies.470
  • Gómez Zaccarelli, F., Cándido Vendrasco, N. y Arriagada Jofré, V. (2024). Discusiones y argumentación en la enseñanza de las ciencias: prácticas y desafíos docentes. Enseñanza de las Ciencias, 42(2), 25-43. https://doi.org/10.5565/rev/ensciencias.5958
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  • Grimalt-Álvaro, C., López-Simó, V. & Tena, E. (2024). How Do Secondary-School Teachers Design STEM Teaching–Learning Sequences? A Mixed Methods Study for Identifying Design Profiles. Int J of Sci and Math Educ (2024). https://doi.org/10.1007/s10763-024-10457-3
  • Hernández-Sabaté, A., Joanpere, M., Gorgorió, N., & Albarracín, L. (2015). Mathematics learning opportunities when playing a tower defense game. International Journal of Serious Games, 2(4), 57-71.
  • Klein, P.D; Kirkpatrick, L.C. (2010). Multimodal Literacies in Science: Currency, Coherence and Focus. Research in Science Education, 40, 87-92.
  • Lin, F-L., y Rowland, T. (2016). Pre-Service and In-Service Mathematics Teachers’ Knowledge and Professional Development. En, A. Gutierrez, G. C. Leder, y P. Boero, The Second Handbook of Research on the Psychology of Mathematics Education (pp. 483-520). Rotterdam, The Netherlands: Sense Publishers.
  • Millar, R. (2009). Analysing practical activities to assess and improve effectiveness: The Practical Activity Analysis Inventory (PAAI). Centre for Innovation and Research in Science Education, Department of Educational Studies, University of York, Heslington, York.
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  • NCTM (2015). De los Principios a la Acción. Para Garantizar el éxito matemático para todos. NCTM.
  • Niss, M. & Højgaard, T. (2011). Competencies and Mathematical Learning Ideas and inspiration for the development of mathematics teaching and learning in Denmark. KOM project. IMFUFA, Roskilde University, Denmark.
  • Oliveras, B.; Márquez, C.; Sanmartí, N. (2013). «The Use of Newspaper Articles as a Tool To DevelopCritical Thinking in Science Classes». International Journal of Science Education, 35 (6), 885-905
  • Pérez Torres, M., Couso, D., & Márquez, C. (2021). ¿Cómo diseñar un buen proyecto STEM? Identificación de tensiones en la co-construcción de una rúbrica para su mejora. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 18(1), 1–21. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i1.1301
  • Philippakos.Z.A.; Howell, E.; Pellegrino, A. (eds). (2021) Design-Based Research in Education: Theory and Applications. Routledge & CRC Press.
  • Pimm, D. (2010). Speaking mathematically: Communication in the mathematics classroom. Routledge Revivals.
  • Planas, N., & Pimm, D. (2024). Mathematics education research on language and on communication including some distinctions: Where are we now?. ZDM Mathematics Education 56, 127–139. https://doi.org/10.1007/s11858-023-01497-0
  • Planas, N., Alfonso, J.M., Arnal-Bailera, A., & Martín-Molina, V. (2024). Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers. ZDM Mathematics Education. https://doi.org/10.1007/s11858-024-01576-w
  • Planas, N., García-Honrado, I., & Arnal-Bailera, A. (2018). El discurso matemático del profesor: ¿Cómo se produce en clase y cómo se puede investigar? Enseñanza de las Ciencias, 36(1), 45-60. https://doi.org/10.5565/rev/ensciencias.2240
  • Ponte, J. P., & Chapman, O. (2006). Mathematics teachers' knowledge and practices. In A. Gutierrez & P. Boero (Eds.), Handbook of reaserch on the psychology of mathematics education: Past, present and future (pp. 461-494). Roterdham: Sense.
  • Roca, M.; Márquez, C.; Sanmartí, N. (2013). Las preguntas de los alumnos: Una propuesta de análisis. Enseñanza de las Ciencias, 31, 1, 95-114.
  • Sala, G. & Font, V. (2019). Papel de la modelización en una experiencia deenseñanza de las matemáticas basada en indagación. Avances de Investigación en Educación Matemática, num. 16, 73-85. DOI: https://doi.org/10.35763/aiem.v0i16.283
  • Sala, G., Barquero, B., Barajas, M., & Font, V. (2016). Què amaguen aquestes ruïnes? Disseny d’una unitat didàctica interdisciplinary per una plataforma virtual. Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), núm. 3.
  • Sanmartí Puig, N., & Márquez Bargalló, C. (2017). Aprendizaje de las ciencias basado en proyectos: del contexto a la acción. Ápice. Revista De Educación Científica, 1(1), 3–16. https://doi.org/10.17979/arec.2017.1.1.2020
  • Sanmartí, N. (2016). Trabajo por proyectos: ¿filosofía o metodología? Cuadernos de Pedagogía, 472.
  • Sanmartí, N. (2020). Avaluar és aprendre. Xarxa Competències bàsiques. Generalitat de Catalumya. Departament d’Educació.
  • Sanmartí, N., & Márquez, C. (2017). Aprendizaje de las ciencias basado en proyectos: del contexto a la acción. Ápice. Revista de educación científica, 1(1), 3-16.
  • Scott, P., Ametller, J. (2006). Teaching science in a meaning fulway: striking a balance between opening up and closing down classroom talk. School Science Review, 88(324), 77-83.
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  • Tena, È., & Couso, D. (2023). ¿Cómo sé que mi secuencia didáctica es de calidad? Propuesta de un marco de evaluación desde la perspectiva de Investigación Basada en Diseño. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias, 20(2). https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2023.v20.i2.2801
  • Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation, California.


Software

No specific software is required.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TEm) Theory (master) 1 Catalan second semester afternoon