Revisiting the root of STEM in mathematics education

The rapid development of STEM education in recent years has brought innovations in pedagogy and curricular design. In mathematics education, new practices and resources are often introduced as supplementary elements to traditional classroom teaching. These STEM-based activities are designed to make mathematical concepts more engaging by connecting them to real-world applications and daily-life scenarios. However, despite the enthusiasm of teachers and parents in enriching students’ learning experiences, the core practices of classroom teaching and curriculum design remain largely unchanged, with STEM elements often limited to extracurricular activities. This chapter critically examines this misalignment between curriculum design and real-world applications, highlighting how mathematical modelling can bridge the gap and foster interdisciplinary learning. By exploring the theoretical foundations of STEM education, it identifies key areas for improvement in mathematics teaching, such as problem-solving, modelling (as a means of mathematisation), and situational learning. While these approaches are not new in mathematics education, they gain renewed significance in addressing the discrepancies between STEM experiences inside and outside the classroom, offering a pathway to align mathematics education with 21st-century challenges.