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Jeyaletchumi Muthiah, SEAMEO RECSAM, MalaysiaAbstract
This study examines the integration of STEAM2C (Science, Technology, Engineering, Arts, and Mathematics with Creative and Critical Thinking) into the teaching and assessment of the topic “Graphs of Functions” among secondary school students in Southeast Asia. The project aimed to move beyond traditional instruction and rote-based evaluation by incorporating alternative assessments approaches that emphasise creativity, reasoning, and application, supported by digital graphing technologies such as Desmos, GeoGebra, and graphing calculators. The intervention began with a two-day professional development workshop for mathematics teachers, followed by classroom implementation of inquiry-based learning activities. A student-led creative graph design project served as the core assessment task and was evaluated using a structured rubric emphasizing mathematical reasoning, design aesthetics, and reflective thinking. Data collected through teacher interviews, student reflections, and rubric-based evaluations revealed that the STEAM2C approach significantly enhanced engagement, deepened conceptual understanding, and encouraged students’ creative self-expression. Teachers perceived STEAM2C as a promising alternative assessment approach aligned with 21st-century learning goals, while highlighting the need for curriculum alignment and stakeholder support for sustainable implementation.
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Conference: ACE2025Stream: Design
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Muthiah J. (2026) Enhancing Secondary Mathematics Learning Through STEAM2C: Creative Assessment With Graphing Technology ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 429-438) https://doi.org/10.22492/issn.2186-5892.2026.33
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.33
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