Bridging Dimensions in STEAM Education: Linking 2D Function Art and 3D Modeling Using

ABSTRACT

This study examines a constructionist‐oriented STEAM learning activity in which Grade 11 students used GeoGebra 3D to model bridges. Building on prior work in function art, the project extended mathematical art‐making from two‐dimensional representations to three‐dimensional structures, emphasizing the use of functions, geometric transformations, and digital modeling tools. Ninety‐six students participated in a webinar introducing GeoGebra 3D, followed by a 3‐week independent modeling task. Students' bridge models were analyzed using content analysis to classify design approaches, while survey responses were examined through thematic analysis to identify students' perceived mathematical and nonmathematical learning outcomes. The resulting models were categorized as original with functions, original without functions, and adapted, revealing varying degrees of mathematical engagement and creative extension. The findings suggest that students engaged in the 3D space using GeoGebra, reporting new learning in 3D geometry, coordinate systems, and transformations, while also revisiting and extending prior knowledge of functions and equations. Beyond mathematics, students described perceived gains in digital skills, visualization, perseverance, and problem‐solving. The study highlights how constructionist STEAM tasks that integrate mathematical modeling and digital tools may provide opportunities for interdisciplinary learning, creative expression, and positioning mathematics as a central component of STEAM education.