Mathematics-Centered STEAM Education in Korea: A Systematic Mapping Review of Empirical Studies

Abstract

In 2011, the Ministry of Education (MOE) in Korea introduced the promotion of Science, Technology, Engineering, Arts, and Mathematics (STEAM) education as a nationwide policy agenda. Since then, STEAM education has been recognized as an effective way of teaching and learning for enhancing students’ academic performance. While mathematics holds equal importance to other subjects within STEAM education, such as science, technology, engineering, and arts, there has been a lack of focus on mathematics in many STEAM education studies. This study aimed to explore how mathematics-centered (M-)STEAM education is perceived in Korea through a systematic mapping review. The findings of this study revealed several key points. First, a considerable proportion of the studies focused on the elementary school level, followed by the middle school level. Second, technology, along with engineering, garnered noteworthy attention as subjects within M-STEAM education, apart from mathematics. Third, mathematical conte nt primarily revolved around functions, followed by geometry. Fourth, collaborative activities, tool-based approaches, and simulations were the most frequently used instructional methods. Fifth, the majority of studies adopted a quantitative approach, focusing on students' affective aspects related to mathematics rather than cognitive and behavioral variables. This review not only highlights the general trends of M-STEAM education in Korea but also underscores the imbalance in research interests concerning M-STEAM implementation.