Affective Factors in Statistical Learning within a STEAM-h context
DOI:
https://doi.org/10.48489/quadrante.42168Keywords:
STEAM-h, Affective factors, Mathematics learning, Statistics, Interpersonal relationships, Interdisciplinary teachingAbstract
This article examines the impact of the STEAM-h approach on the development of affective factors in mathematics learning, with a focus on Statistics and interpersonal skills. The intervention, based on qualitative methodology and action-research, was conducted with 11th-grade students through interdisciplinary projects addressing real-world and socially relevant problems. Data collection included questionnaires, portfolios, classroom observations, and written reflections. Results indicate a significant increase in students’ motivation, interest, and perceived usefulness of Statistics, as well as improved peer relationships. Thematic personalization, collaborative work, and continuous teacher support were identified as key elements for students’ cognitive and emotional engagement. The analysis shows that combining disciplinary rigor with relational support fostered meaningful learning and a safe emotional environment. These findings support theoretical frameworks that emphasize the affective dimension of learning, suggesting that the STEAM-h model contributes to a more humanized, inclusive, and contextually relevant mathematics education. The study reinforces the importance of intentionally integrating relational and emotional dimensions in mathematics teaching, recognizing students as active, emotional, and collaborative participants in the construction of knowledge.
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