Abstract
This essay addresses the convergence of STEM (Science, Technology, Engineering, and Mathematics) education, exploring the opportunities and challenges of this multidisciplinary integration in the context of university mathematics education. Focusing on Platonic solids, the study examines how 3D printing becomes a transformative vehicle for mathematical understanding by providing tangible representations of abstract concepts. The tangible dimensions of teaching and the intersection between science, mathematics, and art are highlighted as key factors that enrich the educational experience. Additionally, the technological, ethical, and pedagogical challenges associated with the implementation of 3D printing in STEM education are addressed. This analysis culminates in the conclusion that this integration not only prepares students for an interconnected world but also raises new questions about ethics and responsibility in the evolution of university mathematics education.
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