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In the past three decades, and especially accelerated during the Covid-19 pandemic, technology-assisted learning and teaching, and particularly in our case dynamic mathematics software in science-technology-engineering-arts-mathematics (STEAM) settings are becoming increasingly important. More recently, the development of more advanced mathematics-related technologies such as augmented reality, computer-aided design software, 3D printing, and global positioning system-enabled visualisations and modulations of mathematical concepts and the development of different behaviours in learning and teaching. These advanced technologies could enable students to more easily become creators, develop simulations, and utilise multiple representations of real-world or abstract objects by applying their mathematical and modelling skills. In addition, through such approaches, mathematical modelling and visualisations facilitated crossing subject boundaries in Science Technology Engineering and Mathematics (STEM) and more recently STEAM fields. Consequently, there is an increased amount of research connecting students’ visualisations and modelling of their real-world environments and working on real-world problems with these technologies. In this paper, we reviewed promising research within the past two years on the uses of advanced technologies in mathematics, and in a broad sense STEAM education, circling around the question ‘Can you create?’ and how such novel approaches could impact behaviours of students and teachers in the current educational circumstances.
Haas et al. (Tue,) studied this question.