education

sciences
Article
Engaging Students in Mathematical Problem Solving with
Technology during a Pandemic: The Case of the Tecn@Mat Club
Hélia Jacinto

UIDEF, Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal;
hjacinto@ie.ulisboa.pt

Abstract: The COVID-19 pandemic and the requirement for social distancing led to the closure of
extracurricular activities that usually involve teamwork and collaboration, such as math clubs. Re-
search on the design and effectiveness of extracurricular mathematical activities that aim to promote
student interest and improve mathematical skills is limited, particularly in these challenging times.
This exploratory case study examines an online after-school program, the Tecn@Mat Club, aimed at
promoting middle grade students’ ability in solving mathematical problems with digital technologies
during the pandemic. Based on document analysis, observation of the club sessions, questionnaires,
and interviews with the participants (students and a mathematics education expert), this research doc-
uments the design and implementation of the Tecn@Mat Club, as well as its participants’ experiences
and perspectives regarding the activity in which they engaged. The main results show the feasibility
of adapting in-person, after-school math activities for an online setting, engaging middle grade
students in mathematical problem-solving with technology by providing moderate mathematical
challenges and promoting collaborative work. Results of a SWOT analysis (the acronym for strengths,
weaknesses, opportunities, threats) allow for the identification of the key features to preserve and
challenges to overcome in future replications of the club. Limitations of this study and future research
direction are discussed.

Keywords: mathematical problem solving; digital technologies; techno-mathematical fluency; math

club; after-school mathematics; 21st-century skills; COVID-19; online learning
Citation: Jacinto, H. Engaging
Students in Mathematical Problem
Solving with Technology during a
Pandemic: The Case of the Tecn@Mat
1. Introduction
Club. Educ. Sci. 2023, 13, 271.
https://doi.org/10.3390/ The COVID-19 pandemic has transformed mathematics teaching and learning world-
educsci13030271 wide [1–4]. The several lockdowns were extremely demanding for teachers, students, and
their families. When schools reopened, the need to comply with social distancing led to
Academic Editor: Christopher
the closing of extracurricular activities that typically involve interaction, collaboration, and
R. Rakes
teamwork, such as mathematics clubs and other similar initiatives.
Received: 24 January 2023 Despite the diversity of math-related extracurricular activities that aim to promote stu-
Revised: 25 February 2023 dents’ interest and improve their achievement in mathematics, such as math clubs [5], math
Accepted: 28 February 2023 camps [6], math circles [7], math competitions [8], or online math communities [9,10], there
Published: 3 March 2023 is little empirical evidence on the design and ways of functioning of such initiatives, hence
designers “are guided by anecdotal evidence and existing practices, but little underlying
understanding of processes” [7] (p. 718).
Mathematics clubs, either developed within the school ground or beyond, are re-
Copyright: © 2023 by the author.
garded as places where youngsters who enjoy mathematics and share similar ideas about
Licensee MDPI, Basel, Switzerland.
This article is an open access article
mathematics get together [11]. In these clubs, that do not have the constraints of a typical
distributed under the terms and
math classroom and rely on voluntary participation [7], students find opportunities to
conditions of the Creative Commons develop their self-esteem, sense of belonging, and purpose [5].
Attribution (CC BY) license (https:// Recent years have seen little attention from mathematics education researchers on
creativecommons.org/licenses/by/ the success of math clubs and its underlying factors. However, some studies have found
4.0/).

Educ. Sci. 2023, 13, 271. https://doi.org/10.3390/educsci13030271 https://www.mdpi.com/journal/education

Educ. Sci. 2023, 13, 271 2 of 20

evidence supporting the idea that students’ participation in math clubs can impact their
learning and attitudes towards mathematics.
Based on data collected at an American school math club in which students tended
to achieve excellent results on standardized mathematics tests, Papanastasiou and Bot-
tiger concluded that participants had very positive attitudes towards both the subject of
mathematics as well as the club itself [6]. The researchers also analysed what motivated
students’ participation, identifying reasons related to learning mathematics, reasons related
to extrinsic factors such as being with friends, and others related to the characteristics
of the club, e.g., because the use of calculators and group work were allowed. Another
study aiming to understand the ways of reasoning of students involved in an informal
after-school environment based on problem solving [12], concluded that when the tasks
elicit exploration and collaboration, students seek to explain and justify their points of view
and reasoning, both in small groups and in the large group discussion. Young participants
not only build arguments collaboratively but also provide mathematical justifications for
the solutions they develop. A different project, Pushing for Progression, provided in-service
training to South African teachers to support the promotion of mathematics clubs in a
particular region of the country [13]. The researchers studied the impact of this initiative on
students’ performance and concluded that it had a positive effect in the students’ learning,
both in terms of procedural fluency and conceptual understanding, in a relatively short
period of time of involvement in one of the math clubs under analysis. What is more, the
partnerships established between the academics, the district educational entities, and the
teachers were decisive in the success of the project and in the students’ learning. The impact
of participating in extracurricular activities on student performance in mathematics was
recently analysed by [11]. From a representative sample of over 23,000 grade 9 students,
the researcher concluded that prior involvement in math competitions and math clubs lead
to a significant increase in student proficiency.
Math clubs provide a space for students interested in mathematics to meet and share
their interests, participate in games and competitions, and solve mathematical problems.
According to the literature reviewed, it appears that students who have participated in math
clubs and similar initiatives have improved their mathematical skills and demonstrated
positive attitudes towards learning, the mathematics subject, and their own ability to
succeed in mathematics.
The current study addresses a pioneering extracurricular math program in Portugal,
the Tecn@Mat Club, that utilizes digital technologies to offer online enrichment activities for
middle school students (ages 12–14). Its goal is to enhance students’ mathematical problem-
solving skills and, since the edition under study was developed during the pandemic, it
also aimed to overcome social distancing restrictions by encouraging participation and
interaction in a collaborative and technology-rich environment. This research study aims
to examine the design and implementation of the Tecn@Mat Club, with the support of
documentary data and the perspectives of the participants. To achieve this goal, the
following research questions were developed:
(a) What are the main design features of the Tecn@Mat Club, in terms of its structure,
content, and organization?
(b) What are the perspectives of the participants regarding problem solving and the use
of digital technologies within the Tecn@Mat Club?
(c) Which are the strengths, weaknesses, opportunities, and threats to the Tecn@Mat Club?
Answering these questions will provide insight into the effectiveness of the club
and inform the implementation of similar extracurricular programs. Furthermore, as it is
unlikely that it will ever be possible to “formulate universal recommendations as to how to
organize a problem-solving classroom so that it would fit the individual needs and traits
of each student” [14] (p. 319), this study adds to the body of work on the development
of mathematical problem solving with technology skills, by extending research to this
particular context, where mathematical and technological resources are used to solve
math challenges.
Educ. Sci. 2023, 13, 271 3 of 20

The following section delves into crucial concepts related to (i) the use of digital tech-
nologies in mathematics; (ii) the concept of non-routine mathematical problems; (iii) find-
ing and explaining the solutions to problems; and (iv) the necessary skills to excel in
this activity.

2. Theoretical Ideas on Solving Mathematical Problems with Digital Technologies

Studying the use and impact of digital tools on mathematical problem solving requires
an examination of how interactions between individuals, technological tools, and the
learning environment, either in the classroom or after-school settings, shape cognitive
processes [8,15,16].

2.1. On the Role of the Digital Tools in Mathematical Activity

Many different perspectives have been presented on the role of technology in learning
mathematics. The literature suggests that digital tools can serve as an extension of the
user, for example when the student “incorporates technological knowledge as an integral
part of their mathematical repertoire” [17] (p. 371). When technology is used to develop
mathematical thinking, the boundary between the subject who thinks mathematically
and the tool that supports that thinking becomes blurred, as the tool is incorporated “so
naturally as an intellectual resource” [17] (p. 371). Along the same lines, Borba and Villarreal
recognize the power of technology to transform and reorganize mathematical thinking,
proposing that an indivisible unit—the human being-with-media—should be considered as
the subject responsible for knowledge, thought, and action [18]. In fact, given the various
possibilities for interaction between an individual and technology, it may not be possible
to establish a clear boundary between the actions and the (mathematical) thinking that is
triggered by the use of digital technologies [19].

2.2. On Non-Routine Mathematical Problems

Similar to other curriculum enrichment experiences such as the problem-solving com-
petitions documented in [8], Tecn@Mat aims to provide a space that fosters the development
of mathematical problem-solving skills. It is therefore important to discuss what is meant
by problem, problem-solving and problem-solving with technologies. A non-routine problem
is a task that entails a challenging situation for the student who does not have a direct
mathematical method that guarantees finding a solution [20,21]. This definition, which
emphasizes a close connection to the mathematics classroom, was challenged by Lesh and
Zawojewski who argue that problem-solving should also facilitate the understanding of
the connection between mathematical ideas and real-world situations, beyond the class-
room [22]. From their perspective, “a task, or goal-directed activity, becomes a problem (or
a problematic situation) when the solver, which may be a group of collaborating experts,
needs to develop a more productive way of thinking about the given situation” [22] (p. 782).

2.3. On Solving Non-Routine Problems and Expressing the Solutions with Digital Tools
Solving mathematical problems using technology, similar to using paper-and-pencil,
involves engaging in a process of mathematization where the solver, a youngster-with-
media, must develop a productive way of thinking about the problem, which leads to the
development of a conceptual model of the situation [22]. As conceptual models convey
mathematical understandings of situations, they are generally “expressed using a variety
of representational means” [23] (p. 159) so they may incorporate paper-based diagrams
or graphs, but also tables, written text, symbols, drawings, images, graphics, or dynamic
figures produced with digital technologies. However, “it is the descriptive and explanatory
quality of thought that makes it work as a model” [24] (p. 55), so the way youngsters-with-
media externalize their interpretation of the situation and explain their approaches refers
to considering that the phases of solving and expressing the solution are closely linked.
Obtaining solutions to problems thus includes creating explanatory descriptions that
“are not simply supplements that students include after the ‘answer’ has been produced.
Educ. Sci. 2023, 13, 271 4 of 20

They ARE the most important components of the responses that are needed” [25] (p. 3,
original emphasis). In this vein, solving-and-expressing is a key concept that summarizes
a conceptualization of problem-solving as a simultaneous process of mathematizing the
situation and expressing the mathematical thinking developed [8,15,16].
Research has also shown that problem solving and expression through digital tech-
nologies results in the production of a narrative, a story that tells how the solution of a
given problem was developed [15]. This expository digital mathematical discourse [9] is
thus driven by the mathematical and technological tools used, and stands out for the use of
colours, drawings, images or photos, the use of natural and symbolic language, and the
use of files produced with other programs such as dynamic geometry or spreadsheets [8].
Another factor to consider is the level of challenge that non-routine mathematical
problems should ideally contain, since “the predisposition to solve a task seems to decrease
in two situations: when expectations about the probability of success are too high (the
task is too easy) or when they are too low (the task is too difficult).” [24] (pp. 545–546).
The concept of moderate mathematical challenge [26], adopted within the scope of the
Problem@Web project [8], is particularly useful as it contributes to creating a certain balance,
which is necessary and desirable, i.e., the challenge should be engaging enough to motivate
students to want to solve it [27] and, although it requires effort, the solution of the problem
must be achievable for all students.

2.4. On the Skills Needed to Succeed in Mathematical Problem Solving with Digital Tools
To be successful in non-routine mathematical problem solving with digital technologies
involves, among others, the use of adequate mathematical resources [21] but it also involves
considering that digital tools are equally indispensable artifacts [15]. It is therefore necessary
to discuss the proficiency of a youngster-with-media in solving moderate challenges using
mathematical and technological tools. Hoyles and colleagues analysed the ability to use
technological and mathematical knowledge to solve everyday problems or problems related
to the professional world, developing the concept of techno-mathematical literacy [28]. This
ability refers to a combination between mathematical and technological knowledge as well
as communication skills, to solve problems in a particular context, which seems to be in line
with the present discussion on the activity of solving mathematical problems with digital
technologies in an extracurricular program. Previous studies [15,16] have highlighted
the concept of fluency as a key characteristic in solving-and-expressing problems using
technology. Fluency, as introduced by Papert and Resnick, refers to the ability to effectively
communicate complex ideas and create relevant outcomes with digital tools [29].
These two concepts have inspired the notion of techno-mathematical fluency (TmF),
which has been used to designate the ability to combine mathematical and technological
knowledge to solve and express mathematical non-routine problems [15,30]. As with digital
fluency [31], TmF involves the ability to select appropriate resources from a range of options,
both mathematical and technological, to recognize their affordances and limitations, and
to know how a given tool can be used to create a techno-mathematical solution to a
problem [30]. It is essential to note that mathematical knowledge plays a crucial role in
guiding the use of technology, as it enables the identification of affordances that shape the
approach and the conceptual model developed in finding the solution [32].

3. Research Methods
The main purpose of this study is to document the key features in the design of the
Tecn@Mat Club, particularly understanding the perspectives of the participants in terms
of the club’s strengths, weaknesses, threats, and opportunities that are fundamental in
its implementation. Considering the lack of preliminary research on this topic [7], an
exploratory case study [33] seems to be an appropriate research design as it allows a
thorough examination of a particular phenomenon within a real-world context.
This study adopted a convergent mixed-methods design [34] in the form (QUAL
+ quant), where qualitative and quantitative data were collected concurrently but the
Educ. Sci. 2023, 13, 271 5 of 20

qualitative strand was emphasized. The data sets were analysed separately, and the findings
were subsequently compared and integrated to provide a comprehensive understanding of
the Tecn@Mat Club that can guide decision-making. The following provides a description
of the participants, outlines the specific data collection methods and instruments used, and
details the analysis processes employed.

3.1. The Participants

The first edition of the club consisted of 12 participants, 4 boys and 8 girls, aged
between 12 and 14 years old. Participation was voluntarily and required the informed
consent of the students’ parents. Seven participants were in seventh grade, four were in
eighth grade, and one student was in ninth grade. The participants came from schools in
the Algarve, Greater Lisbon, and Minho regions. Participation in the club and the study was
obtained through outreach to mathematics teachers and class directors of the participating
students. A mathematics educator also served as an external observer and attended the
club sessions, observing different breakout rooms without interfering in the organization
or reasoning processes of the participants.

3.2. Data Collection

Data collection occurred at various points in time, resorting to several methods,
namely, observation of the sessions, questionnaires applied to the participants, individ-
ual semi-structured interviews with the participants and the mathematics educator, and
documental analysis.
During the club sessions, conducted via Zoom, both the collective work and the
autonomous work in four breakout rooms were video recorded. The digital files created
by the participants for solving problems and expressing solutions were also collected. At
the end of each session, participants, anonymously and voluntarily, completed an online
questionnaire which provided quantitative and descriptive data about the problem solved
(e.g., reasons supporting the team’s choice, personal’s level of challenge and enjoyment
felt), team member participation, strategies, and technological tools used (e.g., the different
tools used and each tool’s purpose throughout the activity).
After concluding the activities, the youngsters and the mathematics educator were
interviewed. The students’ interview took place through Zoom, which enabled videorecord-
ing, and was aimed at probing students on their participation and learning experiences
in the Tecn@Mat Club. The interview was organized into three major themes: solving
mathematical problems, using digital technologies, and engaging in collaborative work
throughout the club sessions. The mathematics educator was probed regarding the main
advantages that Tecn@Mat provides to the participants, what kind of problems Tecn@Mat
may face, in which ways could Tecn@Mat be improved, and which external initiatives
could benefit Tecn@Mat in future editions.
Furthermore, all documents supporting the development of the club were collected,
namely, session plans, the outputs produced (e.g., the GeoGebra and spreadsheet files),
and the presentations used.

3.3. Data Analysis

The qualitative data were organized and processed using NVivo (Release 1.0). In
particular, the software was used to capture coding outcomes. Segments of the documental
data were examined in terms of the structuring, content, and organization characteristics of
the Tecn@Mat Club. The participants’ statements were segmented, coded, and aggregated
around two main themes: perspectives on mathematical problems and perspectives on the
use of technologies to solve mathematical problems. In this paper, the descriptive reporting
was further supported by presenting transcribed raw data segments.
To identify the internal and external factors that may challenge or contribute to the
success of Tecn@Mat in achieving its goals, a SWOT analysis (acronym for strengths,
weaknesses, opportunities, threats) was conducted on the data from the interviews to the
Educ. Sci. 2023, 13, 271 6 of 20

students and the mathematics education expert. SWOT analysis is considered a strategic
planning tool and has been used in the assessment of educational organizations [35], to
evaluate and inform the redesign of micro-projects concerning prospective mathematics
teacher education [36], and also in STEM education settings [37,38]. The analysis of the
internal features of the Tecn@Mat Club, namely its strengths and weaknesses, as well as
external features, such as opportunities and threats, is expected to be “an illuminating
instrument in the exploration of the context of change” [35] (p. 3). NVivo assisted in con-
ducting a deductive content analysis of the transcribed interviews, in order to identify and
describe the strengths, weaknesses, opportunities, and challenges of the Tecn@Mat Club.
The quantitative data were analysed using descriptive statistics to identify patterns
or changes in students’ attitudes towards solving mathematics problems with digital
technologies. Given the small number of participants and the exploratory nature of the
study, the establishment of inferences or statistical significance was not pursued. Rather,
the analysis aims to provide a description of the case that allows an in-depth understanding
of the way the club works and the experiences of the participants, particularly focusing the
development of the ability to solve mathematics problems with digital technologies.
Overall, the analysis process involved a thorough reading of the qualitative data and
the subsequent search and identification of key utterances based on the central concepts
discussed theoretically, guided by the elements of the SWOT analysis, combining and
merging quantitative results whenever appropriate.

4. Results
4.1. The Design and Implementation of the Tecn@Mat Club
This section accounts for the main characteristics of the Tecn@Mat Club, both from the
point of view of the design and the implementation of its curriculum, as well as from the
perspectives and experiences of the young participants and the external observer.

4.1.1. How Tecn@Mat Works

The virtual club aimed at fostering collaborative mathematical problem solving with
digital technologies, among middle grade students (12–14 years old). Its first edition took
place during the COVID-19 pandemic. This after-school and extracurricular initiative had,
at its core, an inclusive nature, as it was aimed at students who typically enjoy mathematical
challenges but may or may not be high achievers in the school subject. This idea was patent
in several documents (such as the advertisement leaflet and the informed consent form)
and throughout the sessions.
The Tecn@Mat Club aims to be a special forum for students who are enthusiastic about
mathematical challenges and enjoy using digital technologies, regardless of their achieve-
ment level in Mathematics. The students will have the opportunity to engage in an
enjoyable, challenging, and exciting mathematical activity, in a relaxed yet learning at-
mosphere. [translation of excerpt from the advertisement leaflet]
The club’s goal is to promote math problem solving for all students, regardless of their
performance in the subject. It aims to be inclusive, setting itself apart from initiatives that
only focus on identifying highly talented or gifted students. The students who participated
in the club were motivated and interested in mathematics, despite having varying levels of
proficiency, as measured by their school classifications ranging from 3 to 5 on a scale where
1 is the lowest and 5 is the highest.
The club’s activities were primarily conducted using Zoom for videoconferencing,
and various Google tools such as Drive, Google Docs, and Sheets. The club met once a
week for five synchronous sessions, each lasting 90 min. In addition, an asynchronous
session was held between the second and third meetings, during which participants were
given two challenges to solve independently. Each session was supported by a website that
provided general information about the research project in which the club was anchored. A
dedicated page for Tecn@Mat Club was provided, which had all the content for the sessions
including the challenges, instructions, and a form for submitting solutions as well as access
Educ. Sci. 2023, 13, 271 7 of 20

to questionnaires. Additionally, the website had a page that covered basic concepts related
to solving mathematical problems, such as Pólya-like problem-solving steps, heuristics,
and examples of commonly used strategies.

4.1.2. The Tecn@Mat Curriculum: Problems, Mathematical and Technological Resources

The proposed problems were selected or created so that, in a short period of time,
they provided experiences with different technological tools and did not require the use
of advanced mathematical knowledge, since the purpose was to keep the participants
involved in the problem-solving activity with technologies and not the instruction of
specific curricular contents (Table 1). Although some of the problems could be solved using
more advanced mathematical knowledge or procedures (as is the case of the “Cages and
parakeets” problem, whose solution can be obtained by solving a system of two equations
with two unknowns), the fact that they can be approached in multiple ways and appropriate
technological tools are allowed makes them more accessible.

Table 1. Summary of the content in each session of the Tecn@Mat Club (source: session plans).

Session Challenge Mathematical Concepts Technological Tools

GeoGebra (constructing robust figures;
United and cropped Areas of polygons
computing areas; spreadsheet)
1
Quadrilaterals. Sum of the GeoGebra (constructing figures;
How many rectangles?
first n positive integers. spreadsheet).
GeoGebra (constructing figures;
Snap rings Circle area. Ratio.
computing areas; spreadsheet).
2
Text and presentation editors (tabular
The three houses Logical reasoning.
representation).
Numerical and algebraic
relations, involving the
Spreadsheet (writing, cell formatting,
Cages and parakeets concept of variable (system of
simple formulas, autocomplete cells).
two equations with two
unknowns).
3
Numerical and algebraic
The opening of the relations, involving the Spreadsheet (writing, cell formatting,
“Sombrero Style” concept of fraction, multiple, formulas, autocomplete).
and variable.
A costumed pizza Combinatorics. Text, presentation, and video editors.
4 Spreadsheet (writing, cell formatting,
Friends’ reunion Co-variational reasoning.
formulas, autocomplete).
Numerical and algebraic
Spreadsheet (writing, cell formatting,
Cubes on the floor relations, involving the
formulas, autocomplete).
5 concept of perfect square.
Keys and lockers Combinatorics. Text, presentation, and video editors.

Although the use of digital tools chosen by the participants was allowed and encour-
aged, the mathematical challenges were also chosen to create opportunities to explore
specific software that could support the development of mathematical approaches, such
as dynamic geometry environments or spreadsheets. Additionally, the potential for using
everyday software, such as text or presentation editors, to support mathematical work was
also considered (e.g., organizing information using tables, creating diagrams, or creating
videos and animations).
 specific software that could support the development of mathematical approaches, suc
as dynamic geometry environments or spreadsheets. Additionally, the potential for usin
everyday software, such as text or presentation editors, to support mathematical wor
Educ. Sci. 2023, 13, 271 was also considered (e.g., organizing information using tables, creating diagrams,
8 of 20 or cre
ating videos and animations).

4.1.3. A Typical Session at the Club

4.1.3. A Typical Session at the Club
Each session of the Tecn@Mat Club included three major moments. A first one in
Each session of the Tecn@Mat Club included three major moments. A first one involved
volved all participants and aimed to establish the organization of the session and remem
all participants and aimed to establish the organization of the session and remember rules
ber rules for participation in the club (and in the study). In the initial sessions, it was als
for participation in the club (and in the study). In the initial sessions, it was also discussed
discussed what it means to solve mathematical problems with technologies, namely, th
what it means to solve mathematical problems with technologies, namely, the importance
importance of “presenting and explaining the solving process clearly” (presentation, Ses
of “presenting and explaining the solving process clearly” (presentation, Session 1), that
sion 1), that it is allowed to use any technological tool as well as using a diversity of math
it is allowed to use any technological tool as well as using a diversity of mathematical
ematical
representations, such representations, such ascalculations,
as diagrams, figures, diagrams, figures, calculations,
or incorporating or incorporating
explanations that expla
nations that the participants deemed necessary and
the participants deemed necessary and adequate. Thus, this initial moment legitimizedadequate. Thus, this initial momen
the use of legitimized
any tool that the use
the of any toolconsidered
participants that the participants
appropriate considered appropriate
and the use and the use o
of a diversity
a diversity of representations, encouraging the development
of representations, encouraging the development of an expository digital mathematical of an expository digita
mathematical
discourse [9]. discourse [9] .
The second The
momentsecond moment
lasted lasted approximately
approximately 60 min the
60 min and involved andautonomous
involved the workautonomou
work of the participants, organized in small teams of
of the participants, organized in small teams of three elements, in simultaneous rooms. three elements, in simultaneou
Each teamrooms. Eachtoteam
was asked wasone
choose asked to choose
of the one of the
two problems two problems
published in eachpublished in each
session, solve it session
using the tools of their choice, create their solution, and submit the file(s) by email or on the by ema
solve it using the tools of their choice, create their solution, and submit the file(s)
or on
website. The usethe website.Drive,
of Google The use withofexclusive
Google Drive,
accesswith
to each exclusive access to
team, allowed each team, allowe
participants
participants to collaborate in real time in the co-construction
to collaborate in real time in the co-construction of Google Docs and Google Sheets of Google Docs to and Googl
solve problems or elaborate the final solutions for each problem. During the autonomous the au
Sheets to solve problems or elaborate the final solutions for each problem. During
work of thetonomous
students,work of the students,
the facilitator circulatedthe facilitator
through the circulated
breakoutthrough
rooms, the breakout
observing therooms, ob
serving
collaborative work, the collaborative
and work, and
clarifying general clarifying general questions.
questions.
A third andA third
final and final moment,
moment, again in again
a large in group,
a large involved
group, involved the discussion
the discussion of the of the so
solutions lutions
produced produced
by the by the various
various teams. teams. In addition,
In addition, productions
productions by other
by other students wh
students
solved identical problems were also presented, mainly
who solved identical problems were also presented, mainly based on the results of the based on the results of the Prob
Problem@Weblem@Web
project project [8], illustrating
[8], illustrating the diversity
the diversity of approaches
of approaches and technological
and technological tools tools tha
that can becan be useful
useful and effective
and effective in problem
in problem solving-and-expressing.
solving-and-expressing.
For example,
For example, in sessionin1,session 1, the problems
the problems “United“United and cropped”
and cropped” and “Howand “Howmanymany rec
rectangles?” were proposed
tangles?” (Figure 1)
were proposed to test1)the
(Figure toorganization of the planned
test the organization of the work
plannedandworkthe and th
management of the different
management of the virtual
different and collaborative
virtual spaces. Atspaces.
and collaborative the end Atofthe
that session,
end of that session
GeoGebraGeoGebra
was presented to the participants,
was presented namely, going
to the participants, namely,through
goingsome
throughof itssome
toolsofandits tools an
affordances, and how to
affordances, and use them
how for tackling
to use them forthe problems.
tackling Finally, participants
the problems. were
Finally, participants wer
invited to invited
re-explore these problems
to re-explore these by themselves
problems using this using
by themselves tool. this tool.

Figure 1. Challenges
Figure 1. Challenges proposed inproposed in (translation).
Session #1 Session #1 (translation).

In each session, two mathematical challenges were proposed (e.g., Figure 1), which
can be considered as non-routine problems in the sense that they are not aligned with the
school curriculum but aim to intellectually stimulate students and require the development
of a strategy or approach that involves mathematical concepts or procedures [39]. Allowing
choice seems to have two implications: on the one hand, it promotes a careful reading of
each challenge that would feed an initial discussion on the problems, and, on the other hand,
it contributes to higher expectations of being successful and thus persuades participants
in trying to solve their preferred problem [8,24,26]. In fact, even though both problems
 school curriculum but aim to intellectually stimulate students and require the develop-
ment of a strategy or approach that involves mathematical concepts or procedures [39].
Allowing choice seems to have two implications: on the one hand, it promotes a careful
reading of each challenge that would feed an initial discussion on the problems, and, on
Educ. Sci. 2023, 13, 271 the other hand, it contributes to higher expectations of being successful and thus9 of per-
20
suades participants in trying to solve their preferred problem [8,24,26]. In fact, even
though both problems can be considered moderate mathematical challenges [8,24], their
level of difficulty can be perceived differently by the participants as it depends on their
can be considered moderate mathematical challenges [8,24], their level of difficulty can be
knowledge and skills.
perceived differently by the participants as it depends on their knowledge and skills.
4.2. The
4.2. The Voices
Voices and
and Experiences
Experiences of of Participants
Participants in
in the
the Tecn@Mat
Tecn@MatClub Club
This section
This section presents
presents results
results on
on the
the perspectives
perspectives of of the
the participant
participant students
students regarding
regarding
the mathematical
the mathematical problems
problems posed
posed along
along the
the club
club andand the
the use
use of
of digital
digital tools
tools to
to solve
solve the
the
problems and to express the solutions developed. Data stemmed
problems and to express the solutions developed. Data stemmed essentially from the essentially from the
questionnaires, where participants were asked for an appreciation of the
questionnaires, where participants were asked for an appreciation of the work carried out work carried out
in each
in eachsession,
session,and
andthe
thefinal
finalinterviews
interviews conducted
conducted with
with thethe youngsters
youngsters after
after the the conclu-
conclusion
sion of the activities of the Tecn@Mat
of the activities of the Tecn@Mat Club. Club.

4.2.1. On
4.2.1. On the
the Mathematics
Mathematics Problems
Problems
The
The participants
participantsappeared
appearedto tohave
haveaamoderate
moderaterelationship
relationshipwith
withmathematics,
mathematics,particu-
partic-
larly
ularlywith
withproblem-solving,
problem-solving, despite the the
despite previously mentioned
previously mentionedvariations in their
variations in academic
their aca-
performance. The questionnaires
demic performance. examinedexamined
The questionnaires the level of
theenjoyment they experienced
level of enjoyment while
they experi-
solving the problems
enced while solving thepresented
problemsinpresented
each session andsession
in each their perceived
and their level of difficulty.
perceived level of
Figure 2 illustrates
difficulty. Figure 2 that participants
illustrates reported high
that participants levels high
reported of enjoyment throughoutthrough-
levels of enjoyment the four
sessions evaluated, with values ranging between 4.50 and 4.82. In the
out the four sessions evaluated, with values ranging between 4.50 and 4.82. In the finalfinal interview,
participants cited mathematical
interview, participants content and content
cited mathematical the challenge
and thefeltchallenge
as two of felt
the as
maintworeasons
of the
for think logic problems are cool”
main reasons for enjoying their favourite challenges (e.g., “I think logic problems“Iare
enjoying their favourite challenges (e.g., “I [CC]; liked it
cool”
because
[CC]; “Iitliked
was challenging” [FN]).
it because it was challenging” [FN]).

Challenge and enjoyment felt during problem-solving at Tecn@Mat

5
Response choices

4.82
4 4.67
4.64
4.50

3 3.64

2.67 3.00
2 2.36

1
Session 2 Session 3 Session 4 Session 5
(N=11) (N=9) (N=8) (N=11)

Challenge Enjoyment

Figure 2. Mean
Figure Meanvalues
valuesofofthe
thelevel of of
level thethe
challenge* andand
challenge* enjoyment** felt by
enjoyment** feltparticipants whilewhile
by participants solv-
ing problems
solving in each
problems session
in each of of
session Tecn@Mat
Tecn@Mat (* (*
1—Very
1—Veryeasy;
easy;5—Very
5—Verydifficult.
difficult. **
** 1—Did
1—Did not
not enjoy;
enjoy;
5—Enjoyed aa lot).
5—Enjoyed lot). N
N is
is the
the number
number of of respondents
respondents inin each
eachsession.
session. Standard
Standard error
errorbars
barsare
areshown.
shown.

The level
The level of
of challenge
challenge experienced
experienced byby the
the participants
participants increased
increased over
over the
the course
course of
of the
the
sessions, with a mean
sessions, mean value
valueof
of2.36
2.36in
inthe
thesecond
secondsession
sessionand
and3.64 inin
3.64 the last
the one
last one(Figure 2). 2).
(Figure In
thethe
In second
second session,
session,many
manyparticipants
participantssolved
solvedthe
theproblem
problem “The
“The three houses” which which
required analytical and deductive reasoning [40], and several participants stated during
the interview that they enjoyed this type of problem. The mean value that characterizes
the challenge felt in solving problems in the last session also reveals the difficulty experi-
enced by the participants, but it is worth noting that their enjoyment did not decrease in
comparison to the previous session or significantly change over the various sessions.
During the interviews, most participants believed that the level of difficulty of the
proposed problems was appropriate. However, some problems were considered more
manageable than others, as can be seen in the following quotes:
Educ. Sci. 2023, 13, 271 10 of 20

They weren’t very difficult, but they weren’t easy either, it’s right there in the middle.
[FN, interview]
For example, the one with the tables, as I was saying, in the restaurant, it wasn’t very
easy but it wasn’t very difficult either . . . the pizza one, I even thought it was easy.
[MP, interview]
Thus, the evidence suggests that the mathematical challenges selected for the Tecn@Mat
Club curriculum are both enjoyable and moderately challenging [8,24,26].

4.2.2. On the Use of Technologies to Solve-and-Express Mathematical Problems

Despite being proficient in the use of various digital tools (such as social media or
gaming), having used some common tools in school mathematics (such as calculators), or
being familiar with others through their teachers (such as GeoGebra), in general, these
students were unaware of how to effectively use them to solve mathematical problems and
express their reasoning. Some students mentioned that they had used spreadsheets in an
ICT class, while others reported seeing presentations by their math teachers that included
images created using GeoGebra.
In the questionnaire, participants were also asked to indicate their level of agreement
with several statements related to the use of technology and/or paper-and-pencil in each
session of the club. As Figure 3 shows, the use of paper-and-pencil decreased, particularly
between the second and subsequent sessions, as the participants gradually realized the
benefits of using technology in the development of their approaches, in finding solutions,
and in expressing their reasoning and procedures. On the other hand, the use of technology
increased as the participants became aware of its potential and effectiveness, and felt more
confident in their ability to use it to solve-and-express problems.
Although participants did not completely abandon paper-and-pencil, they recognized
the usefulness of technologies both to obtain the solution of the problems and to create
explanations for those solutions, especially after the whole group discussions in which
several affordances of the tools were discussed and validated for solving-and-expressing
mathematics problems, as the following excerpts demonstrate.
I think it was only on the first time we used paper and pencil. Yup. I think it was
to visualize the problem more easily because I still I wasn’t sure how to solve it with
technology, but later realized it would be simpler with technology. [CC, interview]
In my case, after solving it . . . and after the explanation of how it worked, I found it more
convenient to do it on a computer, but before I preferred solving the problem on paper.
[LC, interview]
The demonstration of new tools’ affordances was provided at the end of each session
or at the beginning of the next one, which gave the participants ample opportunity to
explore and use the software. However, their usage was not always the most suitable.
For instance, GeoGebra was introduced at the end of the first working session to show
its usefulness in solving the proposed challenges (Figure 1), but in the following sessions,
team 2 chose to use GeoGebra to create representations of the problems under examination,
even though the nature of the challenges did not align with the software’s affordances,
i.e., challenge 4 required analytical and deductive reasoning, while challenge 5 required
numerical and algebraic relationships (Figure 4).
Educ. Sci. 2023, 13, 271
x FOR PEER REVIEW 11of
11 of 20

Paper-and-pencil and technology use to solve problems and express solutions in

Tecn@Mat

Agreement level
1 2 3 4 5

2.55
1.44
We implemented our strategy only with paper and pencil
1.38
1.45

3.82
3.56
We implemented our strategy using technology
4.63
4.45

3.73
We implemented our strategy with paper and pencil and 2.67
technology 3.13
3.09

2.82
3.11
We implemented our strategy solely with technology
4.00
3.64

3.00
2.00
We explained our solving process with paper and pencil
2.13
1.82

3.55
4.11
We explained our solving process using technology
4.63
4.73

Session 2 Session 3 Session 4 Session 5

(N=11) (N=9) (N=8) (N=11)

Figure 3.
Figure 3. Mean
Meanvalue
valueofofthe
thelevel
level
ofof agreement*
agreement withwith
eacheach statement
statement aboutabout theofuse
the use of paper
paper and
and pencil
pencil and technology to solve and express the problems, per session (* 1—Totally disagree; 5—
and technology to solve and express the problems, per session (1—Totally disagree; 5—Totally agree).
Totally agree). N is the number of respondents per session. Standard error bars are shown.
N is the number of respondents per session. Standard error bars are shown.
 Educ.Sci.
Educ. Sci.2023, 13,x 271
2023,13, FOR PEER REVIEW 12 12
of of2020

First, we tried to find out the colors of the houses, we

knew that the lawyer lived in the yellow house, which
is next to the red and not the green, so we know that
the red house was in the middle. Next, we found out
that the bachelor lived in house 21, which was not
yellow, so it had to be green, then we discovered that
the owner of the workshop was neither married nor To have two parakeets per cage, we chose the number
widowed, so he could only be single, we also knew 4 and divided that number by cages so that there were
that the widower lived next to the green house, By ex- two parakeets per cage. Then, in order to have an
clusion we found out that the teacher was widowed empty cage, we added one cage to the already two oc-
and lived in the red house (translation). cupied cages (translation).

Figure 4. Solutions developed by Team #2 to challenge 4 (on the left) and challenge 5 (on the right).
Figure 4. Solutions developed by Team #2 to challenge 4 (on the left) and challenge 5 (on the right).
A key requirement emphasized throughout the sessions, in each challenge, was the
A key requirement emphasized throughout the sessions, in each challenge, was the
instruction “Don’t forget to explain your reasoning process!” (Figure 1), referring to the
instruction ”Don’t forget to explain your reasoning process!” (Figure 1), referring to the
creation of a descriptive account of the procedures and reasoning used. Along with
creation of a descriptive account of the procedures and reasoning used. Along with ex-
exploring tools such as GeoGebra and a spreadsheet, the participants also noted that
ploring tools such as GeoGebra and a spreadsheet, the participants also noted that explain-
explaining was one of the most valuable aspects of their learning, as constructing a clear and
ing was one
complete of the most
explanation valuable
of the solution aspects of including
process, their learning, as constructing
a justification a clear and
for the reasoning, was
complete
an activity that was largely absent from their previous mathematics classroom reasoning,
explanation of the solution process, including a justification for the experiences.
was
It’s an
worthactivity thatthat
noting wasnotlargely absent from
all participants their previous
responded to thismathematics
request in the classroom
same way,expe-
and
riences. It’s worth noting that not all participants responded
some pointed out the need to use paper-and-pencil to express their reasoning. to this request in the same
way, and some pointed out the need to use paper-and-pencil to express their reasoning.
[to explain,] paper and pencil may be easier because we are not so used to express our
[to explain,] paper and pencil may be easier because we are not so used to express our
ideas easily . . . with technology I think it is easier to find the solution to the problem, but
ideas easily… with technology I think it is easier to find the solution to the problem, but
yes . . . I didn’t use paper and pencil because I realized that I could find my way with
yes… I didn’t
technology butuse paper and
sometimes it ispencil
usefulbecause
to makeI diagrams
realized that I could
faster. [CC, find my way with
interview]
technology but sometimes it is useful to make diagrams faster. [CC, interview]
When asked about the characteristics of a good explanation, participants emphasized
When asked about the characteristics of a good explanation, participants emphasized
the importance of clarity and completeness in their answers. These aspects seem to align
the importance of clarity and completeness in their answers. These aspects seem to align
with their previous classroom experiences. Even though the use of different representa-
with their previous classroom experiences. Even though the use of different representa-
tions and digital outputs was encouraged and validated, portraying inspirations from
tions and digital outputs was encouraged and validated, portraying inspirations from var-
various theoretical perspectives [8,23,25], the participants did not regard them as essential
ious theoretical perspectives [8,23,25], the participants did not regard them as essential
components of a good explanation of their solutions:
components of a good explanation of their solutions:
That includes every step . . . it has to be well explained. As my older sister says: “Explain
That includes every step… it has to be well explained. As my older sister says: “Explain
it as if you were explaining it to a 5-year-old kid”. State the [final] answer. I think
it as if you were explaining it to a 5-year-old kid”. State the [final] answer. I think it has
it has to be complete. Also, showing a sequence, we can’t present loose calculations.
to be complete. Also, showing a sequence, we can’t present loose calculations. [LA, in-
[LA, interview]
terview]
First[put]
First [put]the
thetopics
topicsthat
thatthe
theproblem
problemdeals
dealswith
with…then
. . . then explainour
explain ourthinking
thinkingprocess,
process,
then see if everything is ok and I think that’s it. [LC, interview]
then see if everything is ok and I think that’s it. [LC, interview]
Whenasked
When askedabout
aboutthe theTecn@Mat
Tecn@Matfeaturesfeaturesthey
theyappreciated
appreciatedthe themost,
most,participants
participants
identified two main themes. On one hand, they highlighted the social aspect ofofthe
identified two main themes. On one hand, they highlighted the social aspect theclub,
club,
expressing that they enjoyed interacting and collaborating with
expressing that they enjoyed interacting and collaborating with students from other re- students from other regions
of theofcountry.
gions One One
the country. participant
participantmentioned in the
mentioned ininterview
the interview that that
the sense of belonging
the sense of belong-to
such a community that enjoys doing mathematics was one
ing to such a community that enjoys doing mathematics was one of the most positive of the most positive aspectsas-of
the experience.
pects of the experience.
I thinkit’s
I think it’salways
alwaysbetter
betterthis
thisway
waybecause
becausewe weend
endupupmeeting
meetingstudents
studentsfrom
fromschools
schoolsfrom
from
north to south of the country and not just from the school where I go to.
north to south of the country and not just from the school where I go to. Even though Even though I’m
notnot
I’m much
much friendly andand
friendly notnot
very good
very at working
good in aingroup,
at working I think
a group, it was
I think good.
it was I liked
good. I
the feeling that I’m not alone. [LA, interview]
liked the feeling that I’m not alone. [LA, interview]
Educ. Sci. 2023, 13, 271 13 of 20

I really enjoyed working on the explanations and including images there and so on.
[LC, interview]
I thought it was cool to be with colleagues from other parts of the country and . . . and to
get to know new tools that I didn’t know about . . . [CC, interview]
On the other hand, the participants also expressed appreciation for the club’s tech-
nological aspect and the opportunity to learn specific tools, as well as the nature of the
problems posed during the sessions, as highlighted in the previous examples. These factors
can be considered extrinsic and intrinsic, respectively, and are aligned with the findings
of [5], supporting the idea that mathematics clubs are also venues that foster mathematical
experiences where the affective and cognitive dimensions are closely intertwined.

4.3. Strenghts, Weaknesses, Opportunities, and Threats: Inspiring the Future of the
Tecn@Mat Club
The following subsections summarize the main results of a SWOT analysis conducted
on the data collected through interviews with the participating students and the mathemat-
ics educator, who acted as an external observer of the club and of the participants’ activity,
both during collective work and in breakout rooms.

4.3.1. On the Strengths and Weaknesses of Tecn@Mat

One of the most highly regarded aspects of the club, acknowledged by both the
students and the mathematics educator, is that the activities are conducted online, which
enables participation from multiple schools across the country, allowing them to connect
with other students who share an interest in mathematics, problem-solving, and the use of
digital tools.
It gives the participants the opportunity to meet and make friends with other fellow
mates that share the same interest and enjoyment for mathematical problem solving and
technology use. [Maths Ed, interview]
I thought it was fun to be with colleagues from other parts of the country and get to know
new tools that I didn’t know [CC, interview]
The development of skills was also emphasized as Tecn@Mat provided opportunities
for students to enhance their skills and knowledge on the use of specific technological
tools to solve the challenges and effectively communicate the solutions. Additionally, the
discussion and sharing of the solutions fostered the emergence of new ideas and promoted
the development of new approaches that are beneficial for the students’ learning and
achievement but may be absent in their school experiences.
I would like to explore GeoGebra more at school because I found it useful. I also understand
Excel better now, but I didn’t use to understand the mathematical formulas well, I used
to use it to draw tables. [CC, interview]
I enjoyed using [Google] Drive. [LC, interview]
Problems are also nicer than the ones at school. [CC, interview]
The possibility of comparing solutions, ideas and strategies is quite important to many
students . . . [they] may profit from new ideas, strategies, methods, and approaches that are
not prevalent in the regular mathematics classes, unfortunately. [Maths Ed, interview]
While there are other initiatives that involve similar content or aim to promote a
somewhat similar set of skills, such as mathematical problem-solving competitions (e.g.,
Olympiads) or technology-related clubs (e.g., robotics clubs), Tecn@Mat appears to have
unique advantages and benefits. In addition to being “inclusive and not selective”, it is viewed
as a workshop that operates in a “friendly and enthusiastic” atmosphere, brings together a
more diverse range of skills, as “it may include programming but is not limited to that”, and
only requires a computer with an internet connection and some easily accessible and free
software. Furthermore, according to the external observer, one of the main advantages of
Educ. Sci. 2023, 13, 271 14 of 20

Tecn@Mat is that it “targets techno-mathematical fluency”, which aligns with the specialized
research-based design of the curriculum and learning experiences.
However, some areas for improvement were also identified. One of the challenges
highlighted by the external expert was creating a “good blend between coach, independent work,
and collaborative work”, as some participants lack fundamental problem-solving skills and
are not familiar with the technological tools from a mathematical perspective. The main
and unanimous recommendation from the participants is to extend the duration of the
sessions to allow more time to work on both the challenges presented.
[My recommendation would be] A little more time to solve the problems. [SS, interview]
I can handle two hours! No problem for me. [LC, interview]
Regarding the factors that could lead participants to leave the club, the external expert
identified the workload, that is, “the feeling of too much work needed to be able to solve some of
the problems”, as well as the lack of perceived usefulness in this experience as students could
think “that it is not useful to their school mathematics and eventually becoming time consuming for
them”. These two issues have been considered in the design of the Tecn@Mat Club, namely
by selecting and creating problems of moderate mathematical challenge that, while not
aligned with the school curriculum, are related to mathematical concepts and procedures
learnt in school, and make use of digital tools that are also recommended for classroom
learning, such as the spreadsheet and GeoGebra.

4.3.2. On the Opportunities of and Threats to Tecn@Mat

The external expert suggested several new features and exciting trends that the club
could try, such as opening “a small international window” by inviting international experts
to participate in sessions to share ideas, tools, and solutions with the participants; or
supplementing the club’s activities with a webinar or a “tecn@mat summer studio”, which
would provide students with the “the opportunity to show what they have learnt and were able
to do” to mathematics teachers, parents, and other students.
As computational thinking is becoming a trend in mathematics curricula in many
countries, incorporating the use of Scratch to solve computable problems would expand
the range of challenges presented at the Tecn@Mat Club, foster the development of com-
putational and algorithmic thinking, and encourage the use of other digital tools, such as
block-based programming tools. Additionally, the use of technology to solve mathematical
problems is now recommended, for the first time, in a national syllabus, so these are two
of the recent changes to national educational policy that can be beneficial to Tecn@Mat.
However, as the mathematics educator pointed out, “projects, as this one, have to be the driving
force for changes in teachers and in schools”.
The club may face several challenges, one of which is a possible invisibility, as the
perceived benefits of participating may not be “clear to many people, regarding the gains that
such an experience may mean to the students, both from the intellectual and affective perspectives”,
according to the maths educator. Another challenge is the potential “heterogeneity of partici-
pants” as the club is not specifically targeting highly talented students or high-achievers in
school mathematics. Additionally, a “widespread culture of learning to the test or the exami-
nation” and a “strong culture of private tutoring where students repeat series of routine exercises
from the textbook or from national examinations” was mentioned, which may make developing
a 21st-century mathematical way of thinking, through participation in the club, less valued
by teachers or parents. Another significant concern is the sustainability of the Tecn@Mat
Club, which may be hindered by the lack of funding to hire developers or human resources,
resulting in a scalability issue.

5. Discussion and Conclusions

This study documented the design and implementation of a web-based, after-school
math club for middle grade students during the COVID-19 pandemic, with the goal of
Educ. Sci. 2023, 13, x FOR PEER REVIEW 15 of 20
Educ. Sci. 2023, 13, 271 15 of 20

improving their skills on solving mathematical problems with technology. The following
improving their skills on solving mathematical problems with technology. The following
sections address the research questions that guided this exploratory study.
sections address the research questions that guided this exploratory study.
5.1.
5.1. Design
Design Features
Features of
of Tecn@Mat:
Tecn@Mat: Structure, Content, and
Structure, Content, and Organization
Organization
The Tecn@Mat Club
The Tecn@Mat consisted of
Club consisted of aa set
set of
of five
five synchronous
synchronous sessions,
sessions, taking
taking place
place
through a videoconferencing tool and supported by free, accessible technological
through a videoconferencing tool and supported by free, accessible technological tools— tools—
either to afford
either to affordcommunication
communicationand andcollaboration
collaborationamong
among participants
participants (e.g.,
(e.g., Zoom,
Zoom, a web-
a website,
site, Google Drive, Google Docs, Google Sheets) or to support the development
Google Drive, Google Docs, Google Sheets) or to support the development of techno- of techno-
mathematical solutionsofofthe
mathematical solutions thechallenges
challenges posed
posed in each
in each session
session (e.g.,
(e.g., GeoGebra,
GeoGebra, spread-
spreadsheet,
sheet, text, presentation or video editors)
text, presentation or video editors) (Figure 5). (Figure 5).

Google
Website Display session Zoom Support online Private storage E-mail Afford
suite
challenges collective per team communication
meetings (granting access between
General to parents and facilitator,
information on Club facilitator) participants and
MPS parents
Support online Support online
Access to breakout rooms collaboration
for small-teams Afford
submission form (e.g., Google communication
work docs, sheets, between
Access to google slides) participants
forms

Sharing
exemplary
solutions

Figure 5. The structuring features of the Tecn@Mat Club.

The club’s
The club’s content was designed
content was based on
designed based on principles derived from
principles derived from research
research onon the
the
use of digital technologies to solve mathematical problems (Figure 6). The
use of digital technologies to solve mathematical problems (Figure 6). The primary learn- primary learn-
ing goal
ing goal atat Tecn@Mat
Tecn@Mat was was toto engage
engage participants
participants in in solving
solving mathematical problems with
mathematical problems with
digital tools, with the aim of enhancing their techno-mathematical fluency [15,30]. The
digital tools, with the aim of enhancing their techno-mathematical fluency [15,30]. The
sessions were
sessions supported by
were supported specific tasks,
by specific tasks, referred
referred toto as challenges, that
as challenges, had the
that had the following
following
characteristics: they were non-routine mathematical problems not necessarily aligned with
characteristics: they were non-routine mathematical problems not necessarily aligned
the school curriculum, they could be solved using various approaches and mathematical
with the school curriculum, they could be solved using various approaches and mathe-
and technological tools, and they presented a moderate level of difficulty [24,26]. Another
matical and technological tools, and they presented a moderate level of difficulty [24,26].
unique aspect of the activity was the requirement to create a narrative that documented the
Another unique aspect of the activity was the requirement to create a narrative that doc-
process of solving a problem [9]. This narrative included several types of representations,
umented the process of solving a problem [9]. This narrative included several types of
as the requirement for a problem to be considered “solved” was that the solution had to be
representations, as the requirement for a problem to be considered “solved” was that the
effectively “expressed” meaning it had to be communicated and explained to others. As
solution had to be effectively ”expressed” meaning it had to be communicated and ex-
expected, participants used a variety of representations in their techno-mathematical solu-
plained to others. As expected, participants used a variety of representations in their
tions, thereby developing and utilizing an expository digital mathematical discourse [9].
techno-mathematical solutions, thereby developing and utilizing an expository digital
A typical session was organized into three parts: (1) a whole-group introduction and
mathematical discourse [9].
organization of the session, (2) small-group work on the session’s problem(s), and (3) a
A typical
collective sessionofwas
discussion theorganized
solutions into
and three parts:
coaching on(1)
newa whole-group introduction
tools as needed. Each sessionand
organization of the session, (2) small-group work on the session’s problem(s),
offered two challenges for participants to choose from, and they were free to select the and (3) a
collective discussion of the solutions and coaching on new tools as needed.
technological tools they preferred for solving the problems and creating their solutions. This Each session
offered
was two challenges
intended for participants
to boost participants’ to choose
confidence from,solutions
in finding and theytowere free to situations.
challenging select the
technological tools they preferred for solving the problems and creating
Thus, by allowing participants to choose the problems, tools, approaches, and their role in their solutions.
This was intended
collaborative work, to theboost participants’
Tecn@Mat Club can confidence
be seen asina choice-affluent
finding solutions to challenging
environment [14]
situations. Thus, by allowing participants
that fosters the development of 21st-century skills. to choose the problems, tools, approaches, and
their Overall,
role in collaborative
the Tecn@Mat work,
Club the Tecn@Mat
that Club can
was designed andbe seen as a choice-affluent
implemented embodies the envi-
fea-
ronment
tures of a[14] that fosters
community ofthe development
mathematical of 21st-century
practice [41]. Theskills.
young problem solvers who
Overall,inthe
participated theTecn@Mat
club wereClub thatto
exposed was designed
a set and implemented
of prevailing embodies
values that defined the the fea-
process
tures of a community of mathematical practice [41].
of solving mathematical problems by means of digital technologies. The young problem solvers who
Educ. Sci. 2023, 13, x FOR PEER REVIEW 16 of 20

Educ. Sci. 2023, 13, 271 16 of 20

participated in the club were exposed to a set of prevailing values that defined the process
of solving mathematical problems by means of digital technologies.

Learning goals
• To develop mathematical problem solving with technology skills
• To develop techno-mathematical fluency

Tasks
• Based on non-routine problems
• Allow for multiple approaches
• Include a moderate mathematical challenge

Resources
• Cover different mathematical facts and procedures (e.g., using number sense,
geometrical reasoning, logical reasoning, covariational reasoning)
• Encourage the use of appropriate technological resources that include mathematical
affordances (e.g., dynamic geometry software, spreadsheet)

Activity
• Choice
• Collaborative mathematical problem solving with technology
• Solving and expressing

Figure 6.
Figure 6. The
The content
content features
features of
of the
theTecn@Mat
Tecn@MatClub.
Club.

5.2.
5.2. Participants’
Participants’ Perspectives
Perspectives on
on Problem
Problem Solving
Solving with
with Digital
DigitalTools
ToolsatatTecn@Mat
Tecn@Mat
The
The problems
problemspresented
presentedininthe theclub
clubwerewereperceived
perceived asas
more
morechallenging
challengingthan
than those at
those
school, as they required the development of an approach and the
at school, as they required the development of an approach and the selection of appropri-selection of appropriate
resources
ate resources(mathematical and technological)
(mathematical and technological) for solving and expressing
for solving the solution.
and expressing On the
the solution.
contrary, at school, students are required to solve problems more
On the contrary, at school, students are required to solve problems more closely aligned closely aligned with the
content and to use procedures they are studying at
with the content and to use procedures they are studying at the time.the time.
While
While the the level
level of
of challenge
challenge feltfelt increased
increasedoveroverthe thecourse
courseof ofthe
thesessions,
sessions,thethepartici-
partic-
pants still found the problem-solving experiences enjoyable. Since
ipants still found the problem-solving experiences enjoyable. Since they considered they considered the level
the
of difficulty to be appropriate, the non-routine problems posed
level of difficulty to be appropriate, the non-routine problems posed at Tecn@Mat pre-at Tecn@Mat presented a
moderate level of mathematical challenge [8,26] for these
sented a moderate level of mathematical challenge [8,26] for these youngsters. youngsters.
Regarding the use of technologies to solve-and-express the problems, the participants
Regarding the use of technologies to solve-and-express the problems, the participants
gradually sought to understand the mathematical affordances in each tool and make good
gradually sought to understand the mathematical affordances in each tool and make good
use of them either to obtain solutions or to explain their procedures and reasoning. During
use of them either to obtain solutions or to explain their procedures and reasoning. During
the sessions, they were able to explore different affordances of tools to support mathemati-
the sessions, they were able to explore different affordances of tools to support mathemat-
cal thinking or to communicate effectively, which was valued by several participants. In
ical thinking or to communicate effectively, which was valued by several participants. In
general, participants think their experience in the club allowed them to increase their reper-
general, participants think their experience in the club allowed them to increase their rep-
toire of techno-mathematical tools and expand their knowledge about the mathematical
ertoire of techno-mathematical tools and expand their knowledge about the mathematical
affordances and constrains of several digital technologies.
affordances and constrains of several digital technologies.
The participants’ techno-mathematical fluency, despite incipient, is consistent with a
The participants’ techno-mathematical fluency, despite incipient, is consistent with a
genesis of youngsters-with-media [15,18], as they were able to use mathematical resources
genesis of youngsters-with-media [15,18], as they were able to use mathematical resources
(concepts and procedures) to solve the problems using digital tools but were still exploring
(concepts
the full rangeandof procedures)
affordancestoinsolve the problems
the media. using digital
Even though toolssuperficially
they knew but were stillsomeexplor-of
ing the full range of affordances in the media. Even though
the tools explored, they had never used them to engage in mathematical activity northey knew superficially someto
of theproblems.
solve tools explored, they had
Although in a never usedcollectives
frail way, them to engage in mathematical activity
of youngsters-with-media nor to
emerged
solve problems.
throughout Although
the club which inwas a frail
evidentway, incollectives
the way they of youngsters-with-media
gradually abandoned the emerged
use of
throughout the club which was evident in the way they gradually
paper-and-pencil, began to recognize mathematical affordances in the tools, and to explore abandoned the use of
paper-and-pencil,
them more independently. began to recognize mathematical affordances in the tools, and to ex-
ploreDespite
them more independently.
its short implementation period, the Tecn@Mat program helped the partic-
ipants develop their techno-mathematical fluency. This fluency includes knowledge of
mathematical facts and procedures, proficiency in using technology to apply mathemat-
Educ. Sci. 2023, 13, x FOR PEER REVIEW 17 of 20

Educ. Sci. 2023, 13, 271 Despite its short implementation period, the Tecn@Mat program helped the partici- 17 of 20
pants develop their techno-mathematical fluency. This fluency includes knowledge of
mathematical facts and procedures, proficiency in using technology to apply mathemati-
cal knowledge,
ical knowledge, and
and the
the ability
ability to
to effectively
effectively combine
combine these
these skills
skills to
to solve
solve and create
and create
techno-mathematical solutions to the problems [15,16,30].
techno-mathematical solutions to the problems [15,16,30].

5.3. Tecn@Mat’s Strengths,

Strengths, Weaknesses,
Weaknesses, Opportunities,
Opportunities, and
and Threats
Threats
The SWOT analysis conducted (Figure 7) allowed to identify the strengths of the
Tecn@Mat Club, the features that need to be improved, the ones that may have a positive
impact in achieving its goals, and the obstacles it faces, which, taken together, may be
useful in improving the design and implementation
implementation ofof future
future editions
editions of
of the
the club.
club.

Figure 7.
Figure 7. Synthesis
Synthesis of
of the
the SWOT analysis conducted.
SWOT analysis conducted.

The Tecn@Mat Club has a variety of assets, including a combination of key features
identified in
in the
the literature
literatureas ascrucial
crucialfor forsuccessful
successfulafter-school
after-school initiatives,
initiatives, that
that should
should be
be preserved
preserved in future
in future replications.
replications. Its online
Its online format
format allows
allows for nationwide,
for nationwide, voluntary
voluntary par-
participation
ticipation forfor young
young students
students [7][7] whoare
who areinterested
interestedininsolving
solvingmathematical
mathematical challenges
and learning about digital technologies, as well as the opportunity for them to connect
and make
makenew newfriends
friends[11].[11].
The Thetaskstasks in Tecn@Mat
in Tecn@Mat ClubClub present
present a moderate
a moderate level
level of math-of
mathematical challenge
ematical challenge [26],[26],
thusthusare are suitable
suitable forfor students
students ofofvarying
varyingmathematical
mathematicalabilities,
abilities,
also
also contributing
contributing to to the
the development
development of of students’
students’ techno-mathematical
techno-mathematical fluency
fluency [30].
[30].
There
There are
are some
some constraints
constraints to to address
address in in future
future editions
editions of
of the club in
the club in order
order toto prevent
prevent
participant dropout, such as achieving a balance between guided
participant dropout, such as achieving a balance between guided instruction, independ-instruction, independent
work, andand
ent work, collaboration.
collaboration. The Thesessions
sessions should
shouldbebeextended
extendedtotoprovide
provideparticipants
participants with
with
more
more time to work together on the problems. The workload should be appropriate
time to work together on the problems. The workload should be appropriate for for
participants’
participants’ backgrounds
backgroundsand andalign alignwith
withthethe
learning opportunities
learning opportunitiesoffered, and the
offered, andvalue
the
and
valuebenefits of the of
and benefits clubtheshould be made
club should be clear
madetoclear
participants.
to participants.
Possible new additions to the Tecn@Mat
Possible new additions to the Tecn@Mat Club that Club that could
could be be considered
considered forfor future
future
editions include opening the club to international participants or
editions include opening the club to international participants or inviting guest expertsinviting guest expertsin
in specific
specific areas.
areas. ToTo culminate
culminate thetheexperience,
experience,the theclub
clubcould
couldhost
hostaafinal
final event
event such
such asas aa
webinar
webinar oror an
an in-person
in-person summer
summer camp camp where
where participants
participants present
present their
their solutions
solutions toto an
an
audience, either colleagues, teachers, or family members. The club
audience, either colleagues, teachers, or family members. The club could also incorporatecould also incorporate
more resources such as computational problems and block-based programming activities
more resources such as computational problems and block-based programming activities
to foster computational thinking skills among participants.
to foster computational thinking skills among participants.
Among the challenges that could potentially threaten the continuity of the Tecn@Mat
Among the challenges that could potentially threaten the continuity of the Tecn@Mat
Club is the diversity in participants’ previous knowledge (either regarding problem solving,
Club is the diversity in participants’ previous knowledge (either regarding problem solv-
mathematics, or technology), the lack of knowledge about the benefits of participating in
ing, mathematics, or technology), the lack of knowledge about the benefits of participating
the club, particularly the contribution of these activities to school learning, or the school-
in the club, particularly the contribution of these activities to school learning, or the
based experiences where “teaching to the test” dominates as a classroom norm, boosted
school-based experiences where “teaching to the test” dominates as a classroom norm,
by private tutoring. Additionally, future editions of Tecn@Mat may be at risk due to a
boosted by private tutoring. Additionally, future editions of Tecn@Mat may be at risk due
lack of funding—needed either to hire teachers or trainee teachers to assist in managing or
accompanying the groups of students; to hire developers or improve the website—which
may affect the club’s sustainability and scalability.
Educ. Sci. 2023, 13, 271 18 of 20

5.4. Final Considerations

This exploratory case study portrays the feasibility of adapting in-person, extracurric-
ular mathematical initiatives for an online setting, in tune with recent research [42].
Several innovative features of the Tecn@Mat Club were identified. Firstly, the web-
based nature of Tecn@Mat, combined with the use of free, open access digital tools, enables
students nationwide to access an inclusive learning space where they can meet and engage
in enjoyable collaborative mathematical activities. Moreover, the club is structured around
several key facets that have been recognized as important for the success of home-schooling
during the pandemic, including creating familiarity with resources and tools, promoting
individual or collaborative autonomous work on problem-solving tasks, and analysing the
affordances and constraints of technological tools to develop solutions to problems [43].
Furthermore, the planning and delivering of the Tecn@Mat Club were based on
several theoretical perspectives and empirical results regarding the specificities of using
digital technologies in mathematical problem-solving. Thus, its literature-informed design
allowed the development of a curriculum concerning the development of skills in the use of
several digital tools to solve problems and to communicate the solutions, with a particular
focus on the development of students’ techno-mathematical fluency. The findings of this
exploratory case study also show that it is possible to engage middle-grade students in
mathematical problem solving in an after-school online setting, by providing moderate
mathematical challenges, blending in, and acknowledging independent and collaborative
work. This paper also contributes with the identification of several features that may be
accounted for in future replications of the Tecn@Mat Club, among which are the possibility
of hosting an in-person closure event; engaging participants with different mathematical
and technological abilities in a meaningful techno-mathematical activity; or broadening
the scope of the curriculum to include computational problems and the development of
computational thinking skills.
Future research is needed to validate the set of characteristics pertaining the design
and implementation of the club, as identified in this exploratory case study. Prolonging the
activities, involving a higher number of participants, or including elementary or secondary
school students, would yield a rich database to examine the students’ engagement in the
activity, to characterize their processes of collaborative problem solving with technologies,
as well as to describe the development of their techno-mathematical fluency, for instance,
with a particular digital tool.
The COVID-19 pandemic has forced many educational institutions to adopt emer-
gency remote teaching methods, and it remains uncertain whether the previous in-person
approach to teaching and learning will fully return [44]. This study contributes to our
understanding of how to keep students connected and engaged in a technology-driven
mathematical environment during a global crisis, where over 1.5 billion students have
been impacted by disruptions to their education [45]. The study highlights the necessity of
reconsidering the role of technology in post-pandemic mathematics education, whether
in face-to-face or online classrooms. While transmission models of teaching may be more
easily adapted to remote learning, student-centred learning models that require them to
engage in problem-solving and justification of their reasoning may be more challenging to
implement in online environments [46].
Thus, the results of this study raise important questions about how mathematical
problem-solving and technology skills can be effectively developed in instructional settings.
This may be an opportunity to re-evaluate the way mathematical problem solving with
technology is taught in the mathematics classroom, aiming to equip students with the skills
they need to succeed academically and in their future careers in a post-pandemic world.

Funding: This work was partially supported by Fundação para a Ciência e a Tecnologia, under
the Stimulus of Scientific Employment Program (CEECIND/01584/2017) and within the scope of
Unidade de Investigação e Desenvolvimento em Educação e Formação [Research and Development
Center on Education and Training, UIDB/04107/2020].
Educ. Sci. 2023, 13, 271 19 of 20

Institutional Review Board Statement: The study was approved by the Ethical Commission of the
Institute of Education of the University of Lisbon, on the 16 January 2020, with the approval code
nr. 186.
Informed Consent Statement: Informed consent was obtained from all participants involved in
the study.
Data Availability Statement: Anonymized data are available upon request to the author.
Acknowledgments: The author expresses gratitude to: (i) the participants and the mathematics
education expert, for their collaboration, (ii) the math teachers, J.T., L.C. and P.D., for encouraging
their students to participate in the club; and to (iii) J.R. and J.B., for providing assistance with
transcribing the interviews and conducting literature search.
Conflicts of Interest: The author declares no conflict of interest.

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