A Mixed-Methods Approach to Investigating Proportional Reasoning Understanding in Maker-Based Integrative STEAM Projects

This paper reports findings from a Maker-based STEAM project, investigating how participation in Maker-based activities impact students' understanding of grade-level proportional reasoning state standards. In this pilot implementation, thirty students enrolled in iTEAMS, a semester-long Maker-based integrative STEAM course. Students worked in collaborative teams to complete three projects. Artifacts, final products, and oral presentations were collected from the Geometric Moving Art project and examined for the students' application of proportional reasoning standards and proficiency level demonstrated at the end of the project. Findings revealed that while pre- and post-assessments did not show a significant increase in mean scores, students demonstrated proficient understanding of proportional reasoning standards through their final products and oral presentations.