Systematic review of researches for the identification of STEM skills using cross-categories analyzing
DOI:
https://doi.org/10.35819/remat2021v7i1id4332Keywords:
Mathematical Skills, STEM Modeling, STEM Problem ResolutionAbstract
Studies on mathematical, scientific and technological skills associated with STEM (Science, Technology, Engineering, Math), which are manifested by teachers and students, involve a constant recollection of antecedents; for this reason, this research focuses on applying a methodology that allows searching for articles on this topic at a period of five years. Search and categorization questions are asked, thus obtaining analysis from the crossing of categories. It's aimed to classify the information and identify the skills, where each of them is studied from a disciplinary articulation perspective: A) Mathematics / Science, B) Mathematics / Technology, C) Mathematics / Engineering and D) Mathematics / Science / Technology, also highlighting if the gender perspective is addressed in this type of classification. The study is based on the implementation of the systematic review process, whose database was generated with a selection of articles in Web of Science, Journal of Education Research, and Springer, analyzed by inclusion and exclusion, obtaining 42 final articles from 127. The findings showed a global view that allows to determine the need to generate new research and results that consider the analysis of the proposed categorizations in mathematics education currently addressed separately.
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