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Embedding Math Problems in Cultural City Tours to Increase Student Engagement and Inclusion

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Publicado en:Education Sciences vol. 15, no. 12 (2025), p. 1683-1701
Autor principal: Lazarinis Fotis
Publicado:
MDPI AG
Materias:
Greece
Historical analysis
Problem solving
Teaching
Pedagogy
Students
Collaboration
Computer science
Narratives
Interdisciplinary aspects
Mathematics education
Storytelling
Mathematical problems
Teachers
Science education
Greek civilization
Design
Gamification
Learning
Philosophers
Cities
Quantitative analysis
Qualitative research
Learning Activities
Critical Thinking
Experiential Learning
Learning Motivation
Active Learning
Computer Science Education
Learning Experience
Student Experience
Arithmetic
Mathematics Activities
Student Motivation
Evaluative Thinking
Algebra
Cultural Influences
Mathematical Models
Interdisciplinary Approach
Educational Experience
Educational Environment
Mathematical Concepts
Learner Engagement
Game Based Learning
Educational Needs
Educational Strategies
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Resumen:This paper aims to investigate whether embedding mathematical problems in cultural tours around cities can effectively increase student engagement, enhance knowledge retention, and promote inclusivity among students with varying abilities. First, we present the content development process and then the evaluation process with the participation of 78 high school students and six teachers. Quantitative data were collected through pre- and post-tour questionnaires, while qualitative data were gathered through teacher interviews to evaluate engagement, knowledge acquisition, and inclusivity. The results indicate that the pedagogical tours significantly enhance student engagement and foster collaboration among students of different abilities. This study contributes to the development of innovative pedagogical approaches by integrating storytelling, gamification elements, and real-world contexts to make mathematics learning more engaging.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121683
Fuente:Education Database