Qualitative design-based study demonstrates technology-driven architectural modeling among in-service mathematics teachers, highlighting the educational affordances of museum-based STEAM learning.
In this paper, we discuss our proposed implementation of transdisciplinary STEAM practices in a museum learning environment to connect architecture, culture, and history to mathematics education, through the creation of technology-based visualizations. These STEAM practices were implemented in a museum in Egypt in the form of professional development (PD) workshops for five in-service mathematics teachers. The PD workshops focused on transdisciplinary approaches to mathematics modeling using GeoGebra (dynamic geometry software) visualization utilizing Augmented Reality (AR), and 3D printing technology. Sociocultural constructivism guided our theoretical preferences in this study. We followed design-based research and ethno-modeling methodologies to apply these PD workshops in the museum learning environment. This paper discusses the results that emerged from qualitatively analyzing the collected data, in the form of themes that focused on technology utilization at the museum. We conclude our paper with a discussion on the possibilities and future opportunities in technology utilization and affordances at the museum.
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Bedewy et al. (2025) studied this question.
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