In this paper, we highlight connections between STEAM areas in the development of a mathematical modelling activity with 7th grade elementary school students. The theoretical framework that supported the qualitative research supported by the triangulation process is based on mathematical modelling as a pedagogical alternative and on STEAM Education as an educational movement that encompasses Science, Technology, Engineering, Arts, and Mathematics. The data for the analysis corresponded to written records, speeches, and photos of a class of 36 7th grade students from a private school in the interior of São Paulo, in 2023. The results indicated that, in the modelling activity with the theme of daily routine, the STEAM areas were articulated based on the need to work in groups and establish choices, via the teacher's request, by the context of mathematics classes and by the students' interests.. These connections gave a dynamic modelling activity when the topic interests the students.
Pessoa et al. (Mon,) studied this question.