SYMMETRY-ART: A STEAM TRAINING WORKSHOP FOR PRIMARY SCHOOL TEACHERS

The aim of this paper is to analyse a symmetry and art workshop from a STEAM perspective. The theoretical framework of the Meta-Didactical Transposition is taken as a reference. The sample consists of seven Primary School teachers. A qualitative methodology is followed that is developed in four phases: learning, planning, implementation and reflection. The results show that the teachers are not flexible in dealing with the different conceptions of symmetry and the creative aspect of the workshop. In general, there is a positive attitude towards the interdisciplinary character of the workshop, despite the fact that they were not able to connect both disciplines in a balanced way.