Cultural heritage is a basic component of each country, as it includes all values from past to future. In other words is treasure through the years. Science, Technology, Engineering and Mathematics (STEM) included in many subjects in curriculum. In the digital era the Europeana DSI-4 project (http://fcl.eun.org/europeana-dsi4 ), implemented and supported by the European School Network (www.eun.org ) offered many opportunities for the integration the use of digital cultural heritage in teaching in STEM learning environments. Presentation of how STEM teachers could use Europeana collections for educational purposes in STEM classroom. Mostly it analyses the case study of teaching and learning geometrical concepts based on objects of collections of digital cultural heritage of Europeana (https://www.europeana.eu/en/collections).

1. Digital Cultural Heritage in STEM lessons:
The case study of Geometry
Argyri Panagiota
Evangeliki Model High School of Smyrna, Lesvou 4, 17123, Nea Smirnim Athens, Greece
argiry@gmail.com
3rd December 2020
CASE & GSO4SCHOOL International Conference

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Cultural heritage is an ‘invaluable
treasure’
Educational systems do
not link curriculum with
cultural heritage.
There is a strong interest in the educational
and research community in enriching learning
and teaching strategies for geometric
reasoning
Difficulties of students in learning
geometry are related to teaching
methods, the lack of understanding of
the proof process, the lack of
visualization of geometric concepts
Abidi, A.H.S. (1996). Editorial in Makarere University Newsletter, 26,1-2. Makarere: Makarere University.
Adnan, S., Juniati, D., Sulaiman, R. (2019). Student’s Mathematical Representation in Solving Geometry Problems Based on Cognitive Style. Journal of Physics: Conference Series 1417 (2019) 012049, doi:10.1088/1742-
6596/1417/1/012049
Aysen, Ο. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. International Journal of New Trends in Arts, Sports and Science Education, Vol. 1, no. 4, pp. 1-13, 2012.
Carvalho A., da Silva B.S.R. (2014) Material Culture and Education in Archaeology. In: Smith C. (eds) Encyclopedia of Global Archaeology. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-0465-2_2075
Ceren Karadeniz & Zekiye Çildir (2017) The Views of Prospective Classroom Teachers on Cultural Heritage-themed Museum Education Course, The Anthropologist, 28:1-2, 86-98, DOI: 10.1080/09720073.2017.1305215
Chiphambo S.M, Feza, N.N. (2020). Students’ Alternative Conceptions and Misunderstanding when learning Geometry A. South African Prespective. Proceedings of EDULEARN20 Conference.
Gómez-Carrasco, J.C., Miralles-Martinez, P., Fontal, O. & Ibañez-Etxeberria, A. (2020). Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England),"
Sustainability, MDPI, Open Access Journal, vol. 12(3), pages 1-21, January.
Gonzalez, J. S (2012). Trends in practical cultural heritage learning in Europe 2012, Research report, The Nordic Centre of Heritage Learning.
Introduction

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Theoretical framework
Educational aspects of cultural heritage
Cultural heritage could offer many educational and
participatory opportunities to young people.
It could promote dialogue between different cultures and
generations, offer a sense of common understanding of
differences and similarities, and encourage the appreciation
of cultural diversity . According to the European Reference
Framework (Jaap van Lakerveld et al.2011), cultural heritage education
offers great potential in terms of:
i) The increase and maintain motivation;
ii) the innovative interdisciplinary approaches;
iii) the European cultural dimension;
iv) achieving the transversal core competencies of lifelong
learning: learning for learning, social and political skills, a
sense of initiative and entrepreneurship, and cultural
awareness and expression "leading to" personal fulfillment,
active citizenship, social cohesion and employability in a
knowledge society.
Teaching and learning geometry in secondary education
Geometry is a key tool for connecting curriculum knowledge
with the real world. That we could perceive through intuition,
we are called to connect it with geometric rules and
formulate in mathematical language the imagined spatial
environment (Güven & Kosa, 2008).
Geometric representations can help students understand
other areas of mathematics, but also connect with other
areas of the curriculum (science, geography, art, design and
technology) (Argyri, 2013; Furner & Marinas, 2011; Alex & Mammen , 2012; Alex &
Mammen, 2016; Argyri, 2013; Argyri, 2014; Argyri, 2014; Argyri, 2015; Al-ebous, 2016;
Argyri, 2018).
Güven, B., & Kosa, T. (2008). The effect of dynamic geometry software on student Mathematics teachers’ spatial visualization skills. The
Turkish Online Journal of Educational Technology, 7(11), 100-107
Furner, J. M., & Marinas, C. A. (2011). Geoboards to Geogebra: moving from the concrete to the abstract in geometry. Retrieved on
October, 24, 2018 from http://archives.math.utk.edu/ICTCM/VOL23/S088/paper.pd
Alex, J. K., & Mammen, K. J. (2016). Lessons Learnt from Employing van Hiele Theory Based Instruction in Senior Secondary School
Geometry Classrooms. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2223-2236.
https://doi.org/10.12973/eurasia.2016.1228a
Argyri P., Smyrnaiou Z. (2019). Art objects as research tools for cognitive approaches in geometrical thinking. International Conference:
‘Conditions for Deeper Learning in Science’ http://www.eden-online.org/eden_conference/athens/, June 2019,
http://deeperlearning.ea.gr/
Argyri, P., Rachiotou, L. (2018). The Geometry of Life and Social Issues. The Properties of Polygons for Fire Prevention. Proceedings of the
10th International Mathematics Week. Thessaloniki, ISBN: 978-960-89672-9-8, pp.137-144. Hellenic Mathematical Society (Hellenic
Mathematical Society), Branch of Central Macedonia.
Argyri, P., (2015). The difficulties of students in the proofing process in geometry and the development of geometric reasoning, pp. 63-85,
ISSN: 1105 - 7718, Euclid’s C Journal of Mathematics Education, Issue 82, Hellenic Mathematical Society
Argyri, P., (2015). Didactic approaches in the Geometry course of the BY Lyceum using the Sketchpad software. 7th International
Mathematics Week, Thessaloniki, Hellenic Mathematical Society-Branch of Central Macedonia.
Argyri, P., (2014). Photographing geometry in our lives. Proceedings of the Panhellenic Conference "New Teacher", pp. 1594-1601, ISBN:
978-960-99435-5-0, Athens.

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Research design
Importance of
cultural
heritage in
learning
The characteristics of teaching
methodologies that promote
geometrical thinking
The advantages, the materials and the
facilities provided by the Europeana
project to educational community
Interdisciplinary
approach with
geometry and
objects included
in the digital
cultural
collections

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Europeana as educational tool
• Europeana's mission is to transform the world with culture, unlock cultural heritage treasures
and make them available online so that all people can use them for recreational, professional
or educational purposes.
• The Europeana DSI-4 project (http://fcl.eun.org/europeana-dsi4), implemented and
supported by the European School Network (www.eun.org), aims to encourage teachers to
share their experience. And focus on three key aspects:
• 1) preserving cultural heritage and promoting a sense of European identity and culture,
• 2) providing more support to teachers and
• 3) promoting innovation in education in the digital age.
https://www.europeana.eu/en/collections

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Research Questions
• Can the interdisciplinary approach of geometry and cultural heritage enhance
learning motivation in both fields of knowledge?
• Can the material objects of cultural heritage be didactic tools for the development
of geometrical reasoning and thinking, through the recognition of geometric properties
and the problem solving?
• Does the implementation of interdisciplinary approaches provide the development
of students’ 21st century skills?

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Research scene
• The interdisciplinary methodological approach was implemented by hybrid model of learning
and teaching (Helms, 2014), as from March to May schools in Greece were closed due to the
global crisis from the Covid-19 pandemic.
• The content was adapted respectively to the curriculum of geometry of the two classes of
high school and specifically as a repetition of i) the properties of the quadrilaterals (rectangle,
rectangle, square, rhombus, trapezoid) and the theorems and propositions associated with
them (median orthogon triangle, a straight line joining the midpoints of the sides of a
triangle, a right triangle with an acute angle of 300, a median of a trapezoid) (ii) as recognition
of the axioms of stereometry.
• The reason for the interdisciplinary connection between geometry and cultural heritage is the
STEM Discovery Campaign titled ‘Innovative Trends in Education’ , organized by Scientix and it
had elements of inspiration from the learning scenarios included in the Europeana project .
• http://blogs.eun.org/teachwitheuropeana/learning-scenarios/
• https://teachwitheuropeana.eun.org/learning-scenarios/aesthetical-geometry-en-cur-156/
• The participants were about 20 students from the 1st grade and 10 students from the 2nd
grade of the Model High School Evangeliki School of Smyrna in Athens, Greece.

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1st phase-
preparation: Students
were asked to
explore the collection
of the digital cultural
heritage of the
Europeana project (in
the Greek version)
During the on-line
meeting (duration 2
hours) presented the
alternative ways of
using the digital
collection offered by
the Europeana
project through
particular examples.
After the on line
meeting, students
were asked to write
and solve
geometrical problem
based on the objects
of material culture
that they had chosen
Data Collection
The implementation followed the steps above:

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Analysis of students’ problems on the objects of cultural heritage
The problems above have been select of characteristic examples of the qualitative analysis
of students’ projects in which students
1) Investigate, analyze and justify the properties of the quadrilaterals through the critical
review of visual representations / art objects.
2) Utilize the experience and pre-existing knowledge for the formulation and solution of
geometric problems on the objects of art, based on the theorems and propositions of the
properties of the quadrilaterals.

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https://www.europeana.eu/en/item/08547/sgml_eu_php_obj_z0006650
• Two right triangles and tables are formed between
the scaffolding.
• The beam AB joins the middle of the 2 sides of the
red triangle and is therefore parallel to the third side and
equal to half of it.
• The light blue straight line segment (beam
extension) is the median drawn from the right angle of the
triangle and is equal to half of the hypotenuse.
• The distance of the center of gravity C, D from the
vertices of the triangles is 2/3 of the corresponding
through.
1) Consider a triangle ΚΗΜ and the median of ΗΖ (figure
10). If ΗΖ = ΚΜ / 2:
a) Prove that the angle H is right.
b) Formulate the relevant theorem.
c) State its inverse and prove it.

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The shape is a rectangular parallelepiped. of which each side
consists of 3 equal rectangles. The first rectangle contains
squares with side 2cm. While the second and third
rectangles contain circles with a radius of 1cm. The length of
each side of the rectangular parallelepiped is equal to 60cm.
If squares and circles are placed every 1 cm, find how many
squares and how many circles there are in total in the
rectangle? (assume that squares and circles start and end at
the edges of the rectangle)
https://www.europeana.eu/en/item/2032004/15420

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1. In the square ABGD it is valid that:
The diagonals AG and BD are equal, intersect perpendicular to
E, bisect and bisect the corners of the square.
2. In the right triangle BZI it holds that:
I and K in BZ and BH respectively.
So IK is parallel to ZH and equal to half of it
https://classic.europeana.eu/portal/el/record/2032004/12315.html?q=Vic
tor+Vasarely#dcId=1585402026874&p=4

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i) If the side of the square is equal to 1cm find
the area of the black area.
ii) If the edge of the cube is also 1cm find the
volume of the orange area.
https://www.europeana.eu/item/2032004/15410
Vasarely; Victor Vasarely Victor Vasarely. Szépművészeti Múzeum -
http://www.szepmuveszeti.hu/adatlap/15410. CC BY-NC-ND -
http://creativecommons.org/licenses/by-nc-nd/4.0/

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Finally we could mention the development of students’ knowledge in an holistic model as:
 Disciplinary knowledge: Basic concepts and properties that characterize the types of
quadrilaterals and the relationships between them
 Interdisciplinary knowledge: Ability to transfer and recognize knowledge and problems in
the objects of digital cultural heritage through the different disciplinary lenses of
geometry and art.
 Procedural knowledge: Understanding how problems and exercises for quadrilateral
properties are solved (sequence of steps or actions)

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Conclusion
The interdisciplinary approach of geometry with digital cultural heritage based on Euopeana
collection in the framework of activity theory via distance learning provide the active and
constructive participation of students that require effective and flexible strategies, where they
set their own learning goals and correct their mistakes in an open learning environment.

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Thank you for your attention!