Exploring the complexities of a STEM approach for mathematics: researchers’ perceptions of benefits and challenges

Despite global prioritisation of STEM (Science, Technology, Engineering and Mathematics) for developing student thinking and problem-solving skills, tensions may arise from unequal disciplinary emphases and the differing natures of disciplines. Given the unique nature of mathematics learning, this article provides insight into the perceived affordances and challenges of a STEM approach for mathematics learning and teaching to gauge whether a STEM approach enhances learning outcomes. Interviews with five key international researchers in mathematics and STEM education were analysed using reflexive thematic analysis, with four major themes evident: Interdisciplinarity emphasising mathematics’ nature , mathematics learning as a focus in a STEM approach , affective impacts of a STEM approach , and using mathematics in applications in the context of a STEM approach . Overall, an interdisciplinary approach provides learning contexts and may highlight the nature of mathematics (e.g., sequential characteristics) in contrast to other disciplines. A perceived challenge of a STEM approach includes reduced focus on mathematics learning due to multiple foci in a STEM approach. Perceived affordances include increased student interest and engagement in learning mathematics. The study proposes a novel STEM Approach for Mathematics (SAM) model, placing mathematics learning and application at the centre of implementation of a STEM approach.