STEAM approach to enhance fine motor skills in teaching arithmetic in rural contexts

Abstract

The STEAM model, which integrates Science, Technology, Engineering, Arts, and Mathematics, promotes active learning that prepares students for the challenges of the 21st century. This educational approach focuses not only on teaching but also on the development of cognitive and motor skills through trial and error. The aim was to evaluate the impact of using the STEAM electronic kit on the neurocognitive development of 8- and 9-year-old students in rural areas, testing the hypothesis that its use improves cognitive and motor skills. The research had a non-experimental quantitative design and an exploratory approach. Standardized neuropsychological tests and academic arithmetic tests were used to assess memory, attention, and problem-solving skills in students from the José Miguel Leoro Vázquez Educational Unit in San Antonio de Ibarra, Ecuador. A significant improvement was observed in motor and cognitive skills, especially in executive functions, attention, and memory. Progress in arithmetic knowledge was also evident, although difficulties were noted in the practical application of mathematical concepts. The study observed that the executive functions in 8- to 9-year-old students showed average performance on several neuropsychological tests, within normal ranges, although the need to improve cognitive development was identified, particularly in mathematical skills. The use of the STEAM kit contributed to neurocognitive development, but curricular approaches must be adjusted to improve the application of mathematical knowledge.