Mathematics and interdisciplinary STEM education: recent developments and future directions

Abstract

This special issue introduces recent research on mathematics in interdisciplinary STEM education. STEM education is widely promoted by governments around the world as a way of boosting students’ interest and achievement in science, technology, engineering, and mathematics and preparing STEM-qualified workers for twenty-first century careers. However, the role of mathematics in STEM education often appears to be marginal, and we do not understand well enough how mathematics contributes to STEM-based problem-solving or how STEM education experiences enhance students’ learning of mathematics. In this survey paper, we present a narrative review of empirical and conceptual research literature, published between 2017 and 2022. These literature sources are organised by a framework comprising five thematic clusters: (1) interdisciplinary curriculum models and approaches; (2) student outcomes and experiences; (3) teacher preparation and professional development; (4) classroom implementation and task design; and (5) policy, structures, and leadership. We use the framework to provide an overview of the papers in this issue and to propose directions for future research. These include: investigating methods and rationales for connecting the constituent STEM disciplines so as to preserve the disciplinary integrity of mathematics; clarifying what is meant by student “success” in interdisciplinary STEM programs, projects, and other educational approaches; moving beyond classroom practices that position mathematics as just a tool for solving problems in other disciplines; understanding what makes a STEM task mathematically rich; and asking how STEM education research can productively shape STEM education policy.

Project-based Learning in Early Science Education A Systematic Review

“…A total of nine studies used a descriptive research design to provide detailed descriptions of PjBL implementation, student experiences and outcomes (Gealy et al, 2022;Jamali et al, 2023). Nine studies used qualitative research methods to explore the experiences and perceptions of students and teachers involved in PjBL through interviews, observations and content analysis (Das, 2020;Kallery et al, 2022;Goos et al, 2023). One study used a case study design to provide a specific PjBL implementation and outcomes (Amos et al, 2020).…”

“…Interdisciplinary learning promotes deeper learning by integrating knowledge points from different disciplines to help children make connections between knowledge. This approach enables children to apply knowledge and skills from multiple disciplines in solving complex problems and enhances their integrative skills (Goos et al, 2023).…”

The Impact of Technological Transformation on Career Choices in the Stem Sector

“…This is particularly relevant in the STEM sector, where innovation and the ability to adapt to new developments are highly valued. Education that blends digital technologies with STEM learning encourages | 135 students to apply their knowledge in practical situations, increasing their readiness for a variety of workplace challenges (Goos et al, 2023).…”

“…The research findings will assist educators and policymakers in designing more effective curricula and teaching methods and integrating digital technologies to enhance students' interest in and skills in STEM. In addition, the research will also provide insights for students and young professionals on how to take advantage of the opportunities offered by digital transformation in building successful careers in STEM fields (Goos et al, 2023;Zhan et al, 2023).…”

“…Although existing literature has explored digital transformation, there is still a gap in research regarding its impact on career aspirations in STEM sectors (Goos et al, 2023). Previous studies have focused more on the impact of technology in business or marketing contexts than on the formation of STEM careers.…”