This article is aimed at educators concerned with curricular initiatives that foster STE(A)M projects in secondary education to promote mathematics competencies. Research has recently reported that these projects superficially address mathematics content, hampering the development of competencies the consensus deems necessary to prepare citizens for daily life. This study shows that learning goals may be achieved when teachers receive personalised training and sustained assistance in their project experiences. We examine how two Spanish teachers, with advisors’ support, progress in exploiting mathematics competencies within the implementation of a single project each over a period of 3 years. Their evolution was not the result of minor recommendations but of continuous interactions with the advisors. These interactions intended to maintain a balance between teacher confidence and project enhancements, which required commitment and constancy. Four of the five competencies considered in the Spanish curriculum emerged powerfully after sustained refinement. The frequently mobilised competencies were intra-mathematics, representations, as well as collaborative work and positive identity, followed by modelling. The last of which was difficult to address, but when it was, the other three emerged more naturally. Computational thinking was poorly represented mainly because of the advisors’ background and its recent incorporation into the reference curriculum. The teachers’ progress was influenced by the advisor’s academic background, pedagogical expertise, ability to transfer research outcomes into teaching, and experience supporting others.

本文针对关注在中等教育中促进 STE(A)M 项目以提高数学能力的课程计划的教育工作者。最近的研究报告称，这些项目表面上涉及数学内容，阻碍了共识认为为公民日常生活做好准备所必需的能力的发展。这项研究表明，当教师在项目经验中接受个性化培训和持续帮助时，学习目标就可以实现。我们研究了两名西班牙教师如何在顾问的支持下，在三年的时间里，在实施单个项目的过程中，在开发数学能力方面取得进展。他们的发展并不是次要建议的结果，而是与顾问持续互动的结果。这些互动旨在保持教师信心和项目增强之间的平衡，这需要承诺和坚持。西班牙语课程中考虑的五项能力中有四项经过持续改进后得到了强有力的体现。经常调动的能力是内部数学、表示、协作工作和积极认同，其次是建模。最后一个问题很难解决，但一旦解决了，其他三个问题就会更自然地出现。计算思维的代表性较差，主要是因为顾问的背景及其最近被纳入参考课程。教师的进步受到顾问的学术背景、教学专业知识、将研究成果转化为教学的能力以及支持他人的经验的影响。