Unpacking the ‘M’ in Integrated STEM Tasks: A Systematic Review

Despite the promise of integrated STEMIntegrated STEM for authentic learning, it remains unclear whether such integrated approachesIntegrated approach can result in significant learning in STEM disciplinesSTEM disciplines. Mathematics is often seen as an “accessory” discipline to Science in many integrated STEM tasksIntegrated STEM tasks. In this systematic review paper, we investigate the issue of integrating mathematics by unpacking the centricity of STEM tasks, analysing the connections between mathematics and other disciplines, and highlighting the different faces of mathematicsFaces of mathematics presented in these tasks. Our findings suggest that although current STEM tasks anchored in mathematics are problem-centricProblem-centric, they have relatively weak inter-disciplinary connectionsInter-disciplinary connections. Analyses also revealed less emphases on mathematics as a way of knowing. We discuss possible implications and suggestions for strengthening the M in STEM from this review.