From Classroom to Museum, From Cultural Heritage to Mathematics: A Context‐Based STEM + Learning Experience for Teachers

The STEM+ approach extends traditional STEM education by integrating disciplines such as the humanities, arts, and social sciences. Although combining history and mathematics in classroom settings can be challenging, out‐of‐school environments—such as museums and field trips—offer valuable opportunities for interdisciplinary engagement. Mosaics, with their rich historical and mathematical features, provide a meaningful context for exploring concepts such as geometry and number sense. This study examines a mosaic‐based workshop and field activity conducted with 40 mathematics teachers. In the first phase, a 75‐min workshop was held in which participants explored the relationships between mosaics and mathematical concepts, including numbers and algebra. In the second phase, teachers participated in a field visit to the Zeugma Mosaic Museum, where they engaged in hands‐on experiences within an authentic historical setting aimed at supporting the transfer of mathematical ideas into classroom practice. Following the activities, participants responded to open‐ended questions, and the qualitative data were analyzed using thematic analysis. The findings suggest that cultural heritage‐based learning environments enhance teachers' pedagogical awareness, promote interdisciplinary content development, and strengthen meaningful connections between history and mathematics.