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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Editorial
Commentary: contemporary issues in mathematics education within a STEM climate
Research in mathematics education, Vol.27(2), pp.235-243
15/07/2025
Appears in Recent Faculty of Education Publications
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Abstract
The broad focus for this special issue is research in mathematics education for advancing STEM learning and literacy in educational contexts. While the study of mathematics in the compulsory school curricula of many countries is positioned as being significant, and often associated with individual and societal benefits (Jablonka & Skilling, 2018), how mathematics is perceived and integrated into STEM education is diverse. This diversity essentially reflects whether science, technology, engineering
and mathematics are viewed, taught and assessed as separate (siloed) subjects, or whether curricula or school-level courses offer opportunities for integrating two or more STEM subjects in learning settings. In some jurisdictions both situations exist, for example the New South Wales (Australia) Department of Education (NSW Department of Education, 2023) offers separate science, technology, and mathematics subjects as well as offering an integrated STEM elective course for students in later secondary school (Years 9 and 10; 15–16 years-old). Alternatively, other nations, such as Sweden have a strategy to actively promote STEM education from preschool to the university
level. Increasing the number of students studying STEM subjects is to be achieved through innovative teaching approaches, outreach programs, and opportunities for lifelong STEM learning opportunities (A STEM Strategy for Sweden – from Preschool to Postgraduate Study, 2025).
Details
- Title
- Commentary: contemporary issues in mathematics education within a STEM climate
- Creators
- Karen Skilling - University of OxfordLyn English - Queensland University of Technology
- Publication Details
- Research in mathematics education, Vol.27(2), pp.235-243
- Publisher
- Taylor & Francis
- Number of pages
- 9
- Identifiers
- 991013351558302368
- Copyright
- © 2025 The Author(s).
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Editorial