logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
instructional approaches mathematics stem education

Mathematics Teachers’ Practices of STEM Education: A Systematic Literature Review

Noor Anita Rahman , Roslinda Rosli , Azmin Sham Rambely , Lilia Halim

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STE.

S

Science, technology, engineering and mathematics (STEM) education is regarded as one of the formulas to embracing many of our imminent challenges. STEM education benefits the learners by encouraging interest in STEM disciplines. This daunting task needs everyone’s concerted efforts in creating and innovating mathematics teachers’ classroom practices Therefore, a systematic review was conducted to identify best practices for STEM education following the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) by Moher et al. (2015). The reviewed articles were published from 2016 to 2020 and accessed using the Scopus and Web of Science (WoS) databases. Three themes for best practices were identified namely (a) core competencies encompassing 21st-century teaching skills; (b) instructional designs; and (c) requisite STEM execution. Results of PRISMA determined the dominant STEM practices were critical thinking, communication, collaboration, problem-solving, research-based pedagogy, problem-based learning and project-based learning, technological integration, accessibility, professional development and learning support, evidence of effectiveness, access to materials and practitioner support, and scalability. Mathematics teachers should determine the best STEM practices to employ even though there is a lack of studies on integrated STEM domains. When more students are interested in venturing and exploring into the field of STEM, the high demand for STEM related careers could be met by the younger generation.

Keywords: Instructional approaches, mathematics, STEM education.

cloud_download PDF
Cite
Article Metrics
Views
1036
Download
703
Citations
Crossref
13

Scopus
19

References

(*References marked with an asterisk indicate studies included in the systematic literature review.)

Abdallah, A. K. (2020). Critical thinking in STEM education: The role of motivation factors. Journal of Talent Development and Excellence12(Special issue), 3431–3441.

Abelha, M., Fernandes, S., Mesquita, D., Seabra, F., & Ferreira-Oliveira, A. T. (2020). Graduate employability and competence development in higher education: A systematic literature review using PRISMA. Sustainability12(15), 1-27. http://doi.org/10.3390/su12155900

Adams, A., Feng, Y., Liu, J. C., & Stauffer, E. (2021). Potentials of teaching, learning, and design with virtual reality: An interdisciplinary thematic analysis. In B. Hokanson, M. Exter, A. Grincewicz, M. Schmidt & A. A. Tawfik (Eds.), Intersections across disciplines (pp. 173-186). Springer, Cham.

Ajmain, M. T., Abd Majid, S. F., Hehsan, A., Haron, Z., Abu-Husin, M. F., & Junaidi, J. (2020). COVID19: The benefits of information technology (I.T.) functions in Industrial Revolution 4.0 in the teaching and facilitation process. Journal of Critical Reviews7(7), 812–817. http://doi.org/10.31838/jcr.07.07.149

*Albano, G., & Iacono, U. D. (2019). A scaffolding toolkit to foster argumentation and proofs in mathematics: Some case studies. International Journal of Educational Technology in Higher Education, 16(4), 1-12. https://doi.org/10.1186/s41239-019-0134-5

Allam, Z. (2020). Cities and the digital revolution. Palgrave Pivot. https://doi.org/10.1007/978-3-030-29800-5_1

Allen, M., Webb, A. W., & Matthews, C. E. (2016). Adaptive teaching in STEM: Characteristics for effectiveness. Theory into Practice, 55(3), 217–224. https://doi.org/10.1080/00405841.2016.1173994

Al Salami, M. K., Makela, C. J., & de Miranda M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27(1), 63–88. https://doi.org/10. 1007/s10798-015-9341-0

Altan, E. B., & Tan, S. (2020). Concepts of creativity in design-based learning in STEM education. International Journal of Technology and Design Education. Advanced Online Publication. https://doi.org/10.1007/s10798-020-09569-y

American Association for the Advancement of Science. (1989). Science for All Americans: Project 2061. AAAS.

Anderson, J., English, L., Fitzallen, N., & Symons, D. (2020). The contribution of mathematics education researchers to the current STEM education agenda. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016–2019 (pp. 27–57). Springer.

Archer, M. O. (2020). School students from all backgrounds can do physics research: On the accessibility and equity of the PRiSE approach to independent research projects. Geoscience Communication Discussions, 4(2), 189–208. https://doi.org/10.5194/gc-2020-37

Asghar, A., Ellington, R., Rice, E., Johnson, F., & Prime, G. M. (2012). Supporting STEM education in secondary science contexts. The Interdisciplinary Journal of Problem-based Learning, 6(2), 85–125. https://doi.org/10.7771/1541-5015.1349

Aslam, F., Adefila, A., & Bagiya, Y. (2018). STEM outreach activities: An approach to teachers’ professional development. Journal of Education for Teaching44(1), 58-70. https://doi.org/10.1080/02607476.2018.1422618

Attard, C., Grootenboer, P., Attard, E., & Laird, A. (2020). Affect and engagement in STEM education. In A. Macdonald, L. Danaia & S. Murphy (Eds.), STEM education across the learning continuum (pp. 195–212). Springer. https://doi.org/10.1007/978-981-15-2821-7_11 

Baker, C. K., & Galanti, T. M. (2017). Integrating STEM in elementary classrooms using model-eliciting activities: Responsive professional development for mathematics coaches and teachers. International Journal of STEM Education, 4(1), 1–15. https://doi.org/10.1186/s40594-017-0066-3 

Baykoucheva, S. (2010). Selecting a database for drug literature retrieval: A comparison of MEDLINE, Scopus, and Web of Science. Science & Technology Libraries29(4), 276–288.

Beach, J., Álvarez, J. A. M., & Jorgensen, T. (2020). Mathematics teacher preparation standards in a research-based mathematics course for prospective secondary mathematics teachers: Exploring student experiences and curriculum writers' perspectives. Issues in the Undergraduate Mathematics Preparation of School Teachers1, 1-12.

*Bell, D., Morrison-Love, D., Wooff, D., & McLain, M. (2018). STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design Education, 28(3), 721–737. https://doi.org/10.1007/s10798-017-9414-3

Belland, B. R. (2017). Instructional scaffolding in STEM education: Strategies and efficacy evidence. Springer Nature. https://doi.org/10.1007/978-3-319-02565-0

*Bergsten, C., & Frejd, P. (2019). Preparing pre-service mathematics teachers for STEM education: An analysis of lesson proposal. ZDM - Mathematics Education, 51(6), 941–953. https://doi.org/10.1007/s11858-019-01071-7

Beswick, K., & Fraser, S. (2019). Developing mathematics teachers’ 21st-century competence for teaching in STEM contexts. ZDM Mathematics Education, 51(6), 955–965. https://doi.org/10.1007/s11858-019-01084-2

Bowen, B., & Shume, T. (2020). Developing workforce skills in K-12 classrooms: How teacher externships increase awareness of the critical role of effective communication. Journal of STEM Education: Innovations and Research21(1), 74–81.

Brahier, D. J. (2020). Teaching secondary and middle school mathematics (6th ed.). Routledge.

*Brown, J. P. (2017). Teachers' perspectives of changes in their practice during a technology in mathematics education research project. Teaching and Teacher Education64, 52–65.  https://doi.org/10.1016/j.tate.2017.01.022

Bryan, L. A., Moore, T. J., Johnson, C. C., & Roehrig, G. H. (2015). Integrated STEM education. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp.23-37). Routledge.

Burton, M., Cardullo, V., & Tripp, L. O. (2020). Multiple perspectives of mathematics in STEM among preservice teachers. Journal of Research in Innovative Teaching & Learning, 13(1), 147-148. https://doi/10.1108/JRIT-01-2020-0002

Bybee, R. W. (2010a). Advancing STEM education: A 2020 vision. Technology and engineering teacher70(1), 30-35

Bybee, R. W. (2010b). What Is STEM Education? Science, 329(5995), 996–996. http://doi.org/10.1126/science.1194998  

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Press.

Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., Corlu, S., Younes, R., & Han. S. Y. (2016). Impact of sustained professional development in STEM PBL on outcome measures in a diverse urban district. Journal of Educational Research, 109(2), 181–196. https://doi.org/10.1080/00220671.2014.936997

Capraro, R. M., & Slough, S. W. (2009). Project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach. Sense Publishers.

Chacko, P., Appelbaum, S., Kim, H., Zhao, J., & Montclare, J. K. (2015). Integrating technology in STEM education. Journal of Technology and Science Education5(1), 5–14. https://doi.org/10.3926/jotse.124

Changpetch, S., & Seechaliao, T. (2020). The propose of an instructional model based on STEM education approach for enhancing the information and communication technology skills for elementary students in Thailand. International Education Studies13(1), 69-75. https://doi.org/10.5539/ies.v13n1p69

Chowdhury, S. A., Arefin, A. S., & Ahmed, F. (2020). Factors behind the implementation of STEM education in Bangladesh. Journal of Physics: Conference Series, 1563(1), 1-8. https://doi.org/10.1088/1742-6596/1563/1/012064

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approach. Sage publications.

Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2014). Driven by beliefs: understanding challenges physical science teachers face when integrating engineering and physics. Journal of Pre-College Engineering Education Research, 4(2), 47–61. https://doi.org/10.7771/2157-9288.1098

Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.

Dong, Y., Wang, J., Yang, Y., & Kurup, P. M. (2020). Understanding intrinsic challenges to STEM instructional practices for Chinese teachers based on their beliefs and knowledge base. International Journal of STEM Education7(47), 1-12. https://doi.org/10.1186/s40594-020-00245-0

Delgado-Rodrígueza, M., & Sillero-Arenas, M. (2018). Systematic review and meta-analysis. Intensive Medicine, 42 (7), 444-453. https://doi.org/10.1016/j.medin.2017.10.003

*Dvoryatkina, S. N., Karapetyan, V.S., Dallakyan, A. M., Rozanova, S. A., Smirnov, E.I. (2019). Synergetic effects manifestation by founding complexes deployment of mathematical tasks on the chessboard. Problems of Education in the 21st Century, 77(1), 8–21. https://doi.org/10.33225/PEC/19.77.08

El-Deghaidy, H., Mansour, N., Alzaghibi, M. & Alhammad, K. (2017). Context of STEM integration in schools: views from in-service science teachers. EURASIA Journal of Mathematics, Science, and Technology Education, 13(6), 2459–2484. https://doi.org/10.12973/eurasia.2017.01235a

El Nagdi, M., Leammukda, F., & Roehrig, G. (2018). Developing identities of STEM teachers at emerging STEM schools. International Journal of STEM Education5(36), 1-13. https://doi.org/10.1186/s40594-018-0136-1

El Sayary, A. M. A., Forawi, S. A., & Mansour, N. (2015). STEM education and problem-based learning. In R. Wegerif, Li Li., & J. C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking, (pp. 357–369). Routledge.

English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(1), 1-8. https://doi.org/10.1186/s40594-016-0036-1

English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5–24. https://doi.org/10.1007/s10763-017-9802-x 

English, L. D., & King, D. (2019). STEM integration in sixth grade: Designing and constructing paper bridges. International Journal of Science and Mathematics Education17(5), 863–884. https://doi.org/10.1007/s10763-018-9912-0

Evans, C. A., Chen, R., & Hudes, R. P. (2020). Understanding determinants for STEM major choice among students beginning community college. Community College Review48(3), 227–251. https://doi.org/10.1177/0091552120917214

Fitzallen, N. (2015). STEM education: What does mathematics have to offer? In M. Marshman, V. Geiger & A. Bennison (Eds.), Mathematics Education in the Margins. Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, (pp. 237–244). MERGA.

Freeman, B., Marginson, S., & Tytler, R. (2019). An international view of STEM education. In A. Sahin & M. J. Mohr-Schroeder (Eds.), STEM Education 2.0 (pp. 350–363). Brill Sense. https://doi.org/10.1163/9789004405400_019

Freitas, D., & Carvalho, V. (2020). Development of accessibility resources for teaching and learning of Science, Technology, Engineering, and Mathematics. In A. Cardosa, G. R. Alves, & M. T. Restivo (Eds.), 2020 IEEE Global Engineering Education Conference (EDUCON) (pp. 1873–1878). IEEE. https://doi.org/10.1109/EDUCON45650.2020.9125152 

Fuller, E. J., & Deshler, J. (2020). A face-to-face program of support for students in a hybrid online developmental mathematics course. In J. P. Howard & J. F. Beyers (Eds.), Teaching and Learning Mathematics Online (pp. 217–221). CRC Press.

Gardner, K., Glassmeyer, D. M., & Worthy, R. (2019). Impacts of STEM professional development on teachers’ knowledge, self-efficacy, and practice. Frontiers in Education, 4(26), 1-10. https://doi.org/10.3389/feduc.2019.00026

Global STEM Alliance - New York Academy of Sciences (GSA-NYAS) (2016). STEM education framework. The New York Academy of Sciences. https://bit.ly/2R74VE2

Gogia, L. P., & Pearson Jr, D. C. (2018). A connected learning approach to general STEM education: Design and reality. In C. Sorenso-Unruh, & T. Gupta (Eds.), Communicating chemistry through social media (Vol. 1274, pp. 121-137). American Chemical Society.

Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education15(1), 105–123. https://doi.org/10.1007/s10763-017-9814-6

Grootenboer, P., & Marshman, M. (2015). Mathematics, affect and learning. Springer.

Hafni, R. N., Herman, T., & Mustikasari, E. N. L. (2020). The importance of science, technology, engineering, and mathematics (STEM) education to enhance students' critical thinking skill in facing industry 4.0. In D. Mcdade & A. Ashton (Eds.), Journal of Physics: International Conference on Mathematics and Science Education (ICMScE 2019) (Vol. 1521, pp. 1-8). IOP Publishing. https://doi.org/10.1088/1742-6596/1521/4/042040

Han, S., Capraro, R. M., & Capraro, M. M. (2015). How Science, Technology, Engineering and Mathematics (STEM) project-based learning (PBL) affects high, middle and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13(5), 1089–1113. https://doi.org/10.1007/s10763-014-9526-0 

Han, S., Rosli, R., Capraro, M. M., & Capraro, R. M. (2016). The effect of Science, Technology, Engineering and Mathematics (STEM) project-based learning (PBL) on students' achievement in four mathematics topics. Journal of Turkish Science Education13(Special issue), 3-29.

Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2019). Cochrane handbook for systematic reviews of interventions (2nd ed.). John Wiley & Sons.

Hill, H. C., Lynch, K., Gonzalez, K. E., & Pollard, C. (2020). Professional development that improves STEM outcomes. Phi Delta Kappan101(5), 50–56. https://doi.org/10.1177/0031721720903829

International Technology Education Association (ITEA) (2000). Standards for technological literacy: Content for the study of technology. Reston.

*Jacobs, J., Seago, N., & Koellner, K. (2017). Preparing facilitators to use and adapt mathematics professional development materials productively. International Journal of STEM Education, 4(1), 1-14. https://doi.org/10.1186/s40594-017-0089-9

Johnson, C. C., & Sondergeld, T. A. (2015). Effective STEM Professional Development. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp.203-210). Routledge.

Kaleva, S., Pursiainen, J., Hakola, M., Rusanen, J., & Muukkonen, H. (2019). Students’ reasons for STEM choices and the relationship of mathematics choice to university admission. International Journal of STEM Education, 6(1), 1-12. https://doi.org/10.1186/s40594-019-0196-x

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education3(1), 1-11. https://doi.org/10.1186/s40594-016-0056-z

Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers' self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education7(14), 1-13. https://doi.org/10.1186/s40594-020-00211-w

Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246–258.

Koehler, C., Binns, I. C., & Bloom, M. A. (2015). The emergence of STEM. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp.13-22). Routledge.

*Kul, U. (2018). Influences of technology integrated professional development course on mathematics teachers. European Journal of Educational Research7(2), 233–243. https://doi.org/10.12973/eu.jer.7.2.233

Levy, F., & Murnane, R. J. (2004). The new division of labor: How computers are creating the next job market. Princeton University Press.

Liu, F. (2020). Addressing STEM in the context of teacher education. Journal of Research in Innovative Teaching & Learning, 13(1), 129-134. https://doi/10.1108/JRIT-02-2020-0007

*Luneeva, O. L., & Zakirova, V. G. (2017). Integration of mathematical and natural-science knowledge in school students' project-based activity. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 2821–2840. https://doi.org/10.12973/eurasia.2017.00720a

Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM, 51(6), 869-884. https://doi.org/10.1007/s11858-019-01100-5

Madani, R. A. (2020). Teaching challenges and perceptions on STEM implementation for schools in Saudi Arabia. European Journal of STEM Education, 5(1), 1-14. https://doi.org/10.20897/ejsteme/8468

*Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education16(7), 1-9. https://doi.org/10.29333/ejmste/8240

Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate: Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60, 366–376. https://doi.org/10.1016/j.tate.2016.07.011  

Milner-Bolotin, M. (2018). Evidence-based research in STEM teacher education: From theory to practice. Frontiers in Education, 3(92), 1-9. https://doi.org/10.3389/feduc.2018.00092

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., & Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews4(1), 1-9. https://doi.org/10.1186/2046-4053-4-1

Morrison, J., Frost, J., Gotch, C., McDuffie, A. R., Austin, B., & French, B. (2020). Teachers' role in students' learning at a project-based STEM high school: Implications for teacher education. International Journal of Science and Mathematics Education. Advanced Online Publication. https://doi.org/10.1007/s10763-020-10108-3

* Muñiz-Rodríguez, L. M., Alonso, P., Rodriguez- Muñiz, L. J., Coninck, K. D., Vanderlinde, R., & Valcke, M. (2018). Exploring the effectiveness of video-vignettes to develop mathematics student teachers' feedback competence. Eurasia Journal of Mathematics Science and Technology Education14(9), 1-17. https://doi.org/10.29333/ejmste/92022 

Mustafa, N., Ismail, Z., Tasir, Z., & Mohamad Said, M. N. H. (2016). A meta-analysis on effective strategies for integrated STEM education. Advanced Science Letters22(12), 4225–4228. https://doi.org/10.1166/asl.2016.8111

Nadelson, L. S., & Seifert, A. (2013). Perceptions, engagement, and practices of teachers seeking professional development in place-based integrated STEM. Teacher Education and Practice, 26(2), 242–265.

 Nadelson, L. S., Seifert, A., Moll, A. J., & Coats, B. (2012). I-STEM summer institute: an integrated approach to teacher professional development in STEM. Journal of STEM Education: Innovations and Research, 13(2), 69–83.

National Academy of Engineering. (2010). Engineering grand challenges. The National Academy Press.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston.

National Research Council (NRC). (2010). Exploring the intersection of science education and 2lst century skills: A workshop summary. National Academies Press.

Nepeina, K., Istomina, N., & Bykova, O. (2020). The role of field training in STEM education: Theoretical and practical limitations of scalability. European Journal of Investigation in Health, Psychology, and Education10(1), 511–529. https://doi.org/10.3390/ejihpe10010037

Nouri, J., Zhang, L., Mannila, L., & Norén, E. (2020). Development of computational thinking, digital competence, and 21st-century skills when learning programming in K-9. Education Inquiry11(1), 1–17. https://doi.org/10.1080/20004508.2019.1627844

*Nygren, E., Blignaut, A. S., Leendertz, V., & Sutinen, E. (2019). Quantitizing affective data as project evaluation on the use of a mathematics mobile game and intelligent tutoring system. Informatics in Education, 18(2), 375–402. https://doi.org/10.15388/infedu.2019.18

Okoli, C. (2015). A Guide to conducting a standalone systematic literature review. Communications of the Association for Information Systems, 37(43), 879-910.

Park, H., Byun, S., Sim, J., Han, H., & Baek, Y. S. (2016). Teachers’ perceptions and practices of STEAM education in South Korea. Eurasia Journal of Mathematics, Science, & Technology Education, 12(7), 1739–1753. https://doi.org/10.12973/Eurasia.2016.1531a

Park, M., Dimitrov, D. M., Patterson, L. G., & Park, D. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291. https://doi.org/10.1177/1476718X15614040

*Parker, F., Bartell, T. G., & Novak, J. D. (2017). Developing culturally responsive mathematics teachers: Secondary teachers' evolving conceptions of knowing students. Journal of Mathematics Teacher Education20(4), 385–407. https://doi.org/10.1007/s10857-015-9328-5

Penprase, B. E. (2020). STEM education for the 21st century. Springer. https://doi.org/10.1007/978-3-030-41633-1_7

Peterson, B., & Hipple, B. T. (2020). Formative assessment in hands-on STEM education. In C. Martin, D. Polly & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms (pp. 165–193). IGI Global. https://doi.org/10.4018/978-1-7998-0323-2-ch009

Pohjolainen, S. (2018). Mathematics education in EU for STEM disciplines. In S. Pohjolainen, T. Myllykoski, C. Mercat, & S. Sosnovsky (Eds.), Modern mathematics education for engineering curricula in Europe: A comparative analysis of EU, Russia, Georgia and Armenia, (pp.1-6). Springer Nature. https://doi.org/10.1007/978-3- 319-71416-5_1

*Polo, M., Iacono, U. D., Fiorentino, G., & Pierri, A. (2019). A social network analysis approach to a digital interactive storytelling in mathematics. Journal of e-Learning and Knowledge Society15(3), 239–250. https://doi.org/10.20368/1971-8829/1135035

*Poon, K. K., & Wong, K. L. (2017). Pre-constructed dynamic geometry materials in the classroom–how do they facilitate the learning of 'Similar Triangles'? International Journal of Mathematical Education in Science and Technology48(5), 735–755. https://doi.org/10.1080/0020739X.2016.1264636

Priatna, N., Lorenzia, S. A., & Widodo, S.A. (2020). STEM education at junior high school mathematics course for improving the mathematical critical thinking skills. Journal for the Education of Gifted Young Scientists, 8(3), 1173-1184. http://dx.doi.org/10.17478/jegys.728209

*Radovic, S., & Passey, D. (2016). Digital resource developments for mathematics education involving homework across formal, non-formal, and informal settings. The Curriculum Journal27(4), 538–559. https://doi.org/10.1080/09585176.2016.1158726

*Reinhold, F., Hoch, S., Werner, B., Richter-Gebert, J., & Reiss, K. (2020). Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students? Learning and instruction, 65 (2020), 1-19. https://doi.org/10.1016/j.learninstruc.2019.101264

*Riordain, M. N., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology47(2), 233–255. https://doi.org/10.10800/0020739X.2015.1078001

Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.

Robatzek, A. L., Silsby, M. W., & Woodland, S. L. (2020). Establishing a partnership: STEM education center and Worcester Technical High School. Digital Worcester Polytechnic Institute. https://digitalcommons.wpi.edu/iqp-all/5774

Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.

Sanders, M. (2012). Integrative STEM education as best practice. In H. Middleton (Ed.), Explorations of best practice in Technology, Design, & Engineering Education (pp.103-117). Griffith Institute for Educational Research.

Schwab, K. (2019). The Global Competitiveness Report. World. Economic Forum. https://bit.ly/3xfAGdO

Shernoff, D. J., Sinha, S., Bressler, D. M., & Ginsburg, L. (2017). Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education. International Journal of STEM Education4(1), 1-16. https://doi.org/10.1186/s40594-017-0068-1

Sierra-Correa, P. C., & Kintz, J. R. C. (2015). Ecosystem-based adaptation for improving coastal planning for sea-level rise: A systematic review for mangrove coasts. Marine Policy51, 385-393. https://doi.org/10.1016/j.marpol.2014.09.013

Silva, R., Bernardo, C. D. P., Watanabe, C. Y. V., Silva, R. M. P. D., & Neto, J. M. D. S. (2020). Contributions of the internet of things in education as support tool in the educational management decision-making process. International Journal of Innovation and Learning27(2), 175–196. https://doi.org/10.1504/IJIL2020.105077

Siregar, N. C., Rosli, R., Maat, S. M., & Capraro, M. M. (2019). The effect of Science, Technology, Engineering and Mathematics (STEM) program on students' achievement in mathematics: A meta-analysis. International Electronic Journal of Mathematics Education15(1), 1-12. https://doi.org/10.29333/iejme/5885

Song, M. (2019). Integrated STEM teaching competencies and performances as perceived by secondary teachers in South Korea. International Journal of Comparative Education and Development, 22(2), 131-146. https://doi.org/10.1108/IJCED-02-2019-0016

Sosnovsky, S. (2018). TEMPUS Projects MetaMath and MathGeAr. In S. Pohjolainen, T. Myllykoski, C. Mercat, & S. Sosnovsky (Eds.), Modern mathematics education for engineering curricula in Europe: A comparative analysis of EU, Russia, Georgia and Armenia, (pp. 7-16) Springer Nature. https://doi.org/10.1007/978-3-319-71416-5

Stohlmann, M. (2020). STEM integration for high school mathematics teachers. Journal of Research in STEM Education6(1), 52–63. https://doi.org/10.51355/jstem.2020.71

Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28-34. https://doi.org/10.5703/1288284314653

*Telegina, N. V., Drovosekov, S. E., Vasbieva, D. G., & Zakharova, V. L. (2019). The use of project activity in teaching mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), 1-11. https://doi.org/10.29333/ejmste/108439

Topcu, M. K. (2020). Competency framework for the fourth industrial revolution. In S. O. Atiku (Ed.), Human capital formation for the fourth industrial revolution (pp. 18-43). IGI Global. https://doi.org/10.4018/978-1-5225-9810-7.ch002

Tubb, A. L., Cropley, D. H., Marrone, R. L., Patston, T., & Kaufman, J. C. (2020). The development of mathematical creativity across high school: Increasing, decreasing, or both? Thinking Skills and Creativity35 (1), 1-13. https://doi.org/10.1016/j.tsc.2020.100634

Tunks, J., Gonzalez-Carriedo, R., Rainey, L., & Reynolds, S. (2020). Enhancing culturally relevant teaching. In J. Ferrara, J. L Nath, & R. S. Beebe (Eds.), Exploring cultural competence in professional development schools, (pp. 109–134). Information Age Publishing Inc.

*Uyangor, S. M. (2019). Investigation of the mathematical thinking processes of students in mathematics education supported with graph theory. Universal Journal of Educational Research7(3), 1–9. https://doi.org/10.13189/ujer.2019.070101

Van Haneghan, J. P., Pruet, S. A., Neal-Waltman, R., & Harlan, J. M. (2015). Teacher beliefs about motivating and teaching students to carry out engineering design challenges: some initial data. Journal of Pre-College Engineering Education Research, 5(2), 1–9. https://doi.org/10.7771/2157-9288.1097

Wahono, B., Lin, P. L., & Chang, C. Y. (2020). Evidence of STEM enactment effectiveness in Asian student learning outcomes. International Journal of STEM Education7(36), 1–18. https://doi.org/10.1186/s40594-020-00236-1

Wang, H. H., Charoenmuang, M., Knobloch, N. A., & Tormoehlen, R. L. (2020). Defining interdisciplinary collaboration based on high school teachers' beliefs and practices of STEM integration using a complex designed system. International Journal of STEM Education7(3), 1–17. https://doi.org/10.1186/s40594-019-0201-4

Weinhandl, R., Lavicza, Z., & Houghton, T. (2020). Mathematics and STEM teacher development for flipped Education. Journal of Research in Innovative Teaching & Learning, 13(1), 3–25. https://doi.org/10.1108/JRIT-01-2020-0006

Wells, J. G. (2016). I-STEM ed exemplar: Implementation of the PIRPOSAL model. Technology and Engineering Teacher, 76(2), 16-23.

Yang, C. L., Yang, Y. C., Chou, T. A., Wei, H. Y., Chen, C. Y., & Kuo, C. H. (2020). Case study: Taiwanese government policy, STEM education, and industrial revolution 4.0. In C. Zintgraff, S. Suh, B. Kellison & P. Resta (Eds.) STEM in the Technopolis: The power of STEM education in regional technology policy (pp. 149-170). https://doi.org/10.1007/978-3-030-39851-4_9

Yavuz, M., Hasançebi, M., & Hasançebi, F. Y. (2020). The effect of STEM application on 21st century skills of middle school students and student experiences. Journal of Soft Computing and Artificial Intelligence1(1), 28-39.

Yıldırım, B., & Turk, C. (2018). Opinions of middle school science and mathematics teachers on STEM education. World Journal on Educational Technology: Current Issues, 10(2), 70–78.

Yoder, S., Bodary, S., & Johnson, C. C. (2015). Effective program characteristics, start-up, and advocacy for STEM. In C. C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp.211-237). Routledge.

York, M. K. (2018). STEM content and pedagogy are not integrated. Grand Challenges White Papers. https://bit.ly/34Akc33

Zaza, S., Abston, K., Arik, M., Geho, P., & Sanchez, V. (2020). What CEOs have to say: Insights on the STEM workforce. American Business Review23(1), 136-155. https://doi.org/10.37625/abr.23.1.136-155

...