The Use of STEAM in Mathematics Education: A Systematic Literature Review
Keywords:
Mathematics learning, STEAM education, systematic literature reviewAbstract
Dynamic changes in the world of education demand the implementation of innovative learning approaches, which are not only oriented towards knowledge transfer but also develop 21st-century skills such as critical thinking, creativity, collaboration, and communication. One approach that has received wide attention in the last two decades is the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach. This study aims to examine the application of the STEAM approach in mathematics education. The method used is a Systematic Literature Review (SLR) of 302 scientific articles published between 2020 and 2025. The articles were obtained from the Google Scholar and Scopus databases using strict inclusion and exclusion criteria and following the PRISMA selection process. The findings indicate that the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach generally enhances students' motivation and engagement in the mathematics learning process. However, several challenges were identified, such as limited teacher training and insufficient facilities to support interdisciplinary integration. Based on these findings, the study recommends the need for ongoing training for educators and the development of a structured STEAM curriculum to promote more innovative and transdisciplinary mathematics learning.
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