Enhancing Pre-Service Mathematics Teachers’ Numeracy Through Integrated STEAM Geometry: Bridging Creativity and Mathematical Precision

Abstract

Numeracy is a critical competence for pre-service mathematics teachers (PMTs), particularly in tasks requiring integration of mathematical reasoning, spatial visualization, and creative problem solving. STEAM-based geometry offers a rich context to explore how PMTs negotiate the balance between artistic creativity and procedural accuracy. This study investigates how 30 PMTs develop and enact numeracy through art-integrated STEAM geometry tasks, focusing on the interplay between creative expression and mathematical rigor. A qualitative-dominant mixed-methods design was employed, combining analysis of written and visual artifacts with a perception survey. Artifacts were examined for unit reasoning, surface-area calculation, spatial visualization, and creative integration, while survey responses captured participant’s perceived benefits, challenges, and pedagogical confidence. Findings reveal a spectrum of numeracy enactment: some PMTs engaged deeply with creative elements but struggled to sustain consistent mathematical reasoning, whereas others demonstrated precise calculations with limited creative integration. Survey results indicated high engagement, improved conceptual understanding, and growing confidence in applying STEAM strategies, alongside ongoing challenges in aligning artistic ideas with mathematical accuracy. These results suggest that numeracy development in STEAM geometry requires deliberate scaffolding to cultivate both creativity and procedural rigor. Integrating art and mathematics not only enhances conceptual understanding but also strengthens pedagogical readiness, underscoring the importance of structured approaches that support pre-service teachers in developing flexible, precise, and innovative problem-solving skills.