Gastronomic Calculus: Integrating STEAM and Flipped Learning in Higher Education Mathematics

Abstract

This research explores the implementation of a flipped learning approach with first-year Electrical and Computer Engineering students through an activity called "Gastronomic Calculation: Portuguese Cream Cheese, Pumpkin, and Inverted Learning." The proposal integrates concepts of Mathematical Analysis with the gastronomic tradition of Serra da Estrela, challenging students to calculate maximum functions applied to ingredient proportions. This study highlights the relevance of cultural context as a mediator of mathematical learning, fostering communication skills, collaborative work, critical thinking, and creativity. The primary research question is: How does the integration of cultural context and a flipped learning approach within a Science, Technology, Engineering, Mathematics and Arts (STEAM) activity influence the motivation, development of transversal skills, and perceived applicability of mathematical analysis in engineering students? The evidence for this, exploratory case study is predominantly descriptive, based on self-report data (questionnaire) and qualitative records from observation and analysis of students' work products. The results suggest that interdisciplinary contextualization can increase motivation, concept retention, and the practical application of Science, Technology, Engineering and Mathematics (STEM)/Science, Technology, Engineering, Mathematics and Arts (STEAM) knowledge.