{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,24]],"date-time":"2025-10-24T08:33:31Z","timestamp":1761294811443,"version":"build-2065373602"},"reference-count":73,"publisher":"MDPI AG","issue":"1","license":[{"start":{"date-parts":[[2025,1,14]],"date-time":"2025-01-14T00:00:00Z","timestamp":1736812800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Research and Innovation in Education (inED)","award":["UIDP\/05198\/2020"],"award-info":[{"award-number":["UIDP\/05198\/2020"]}]},{"name":"Department of Mathematics of University of Coimbra","award":["UIDP\/05198\/2020"],"award-info":[{"award-number":["UIDP\/05198\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) methodologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) model\u2014including teaching simulations, classroom practice, and structured reflection\u2014qualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers\u2019 Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers\u2019 technological and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde\u2019s education system.<\/jats:p>","DOI":"10.3390\/educsci15010081","type":"journal-article","created":{"date-parts":[[2025,1,14]],"date-time":"2025-01-14T03:29:43Z","timestamp":1736825383000},"page":"81","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Challenges in Science, Technology, Engineering, Arts, and Mathematics Education in Cape Verde: A Study of a Mathematics Teacher Training Project"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6830-6503","authenticated-orcid":false,"given":"Jos\u00e9 Manuel Dos Santos","family":"Dos Santos","sequence":"first","affiliation":[{"name":"Department of Mathematics, Faculty of Science and Technology, University of Coimbra, Largo D. Dinis, 3000-143 Coimbra, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1725-3090","authenticated-orcid":false,"given":"Astrigilda Pires Rocha","family":"Silveira","sequence":"additional","affiliation":[{"name":"Department of Mathematics, Faculty of Science and Technology, University of Cape Verde, Campus do Palmarejo Grande, 379-C, Praia 7943-010, Cape Verde"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7076-707X","authenticated-orcid":false,"given":"Ana Maria Reis d\u2019Azevedo","family":"Breda","sequence":"additional","affiliation":[{"name":"Department of Mathematics, University of Aveiro, Campus Universit\u00e1rio de Santiago, 3810-193 Aveiro, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3701-5068","authenticated-orcid":false,"given":"Zsolt","family":"Lavicza","sequence":"additional","affiliation":[{"name":"Linz School of Education, Johannes Kepler University, Altenberger, Stra\u00dfe 68, 4040 Linz, Austria"}]}],"member":"1968","published-online":{"date-parts":[[2025,1,14]]},"reference":[{"key":"ref_1","first-page":"127","article-title":"GeoGebra no estudo da geometria no 2\u00b0 ano do 2\u00b0 ciclo do ensino B\u00e1SICO de escolaridade [GeoGebra in the study of geometry in year 2 of the second cycle of basic education]","volume":"7","year":"2018","journal-title":"Revista do Instituto GeoGebra Internacional de S\u00e3o Paulo"},{"key":"ref_2","unstructured":"Banda, B. 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