Abstract: 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.

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