STEM for Mathematics

Flemish and international studies point to a downward trend in mathematics and STEM results in Flanders [1,2]. According to recent international research, there are good reasons to tackle this mathematics gap and this STEM gap together [including 18,19,20]. After all, STEM activities focus on solving problems in authentic contexts by applying skills and concepts from the four STEM domains in an integrated way [26,27,28]. Although technology and science are often central, mathematics often remains underexposed. In this two-year project, we are conducting design research into a STEM-oriented mathematics curriculum for 3- to 6-year-old preschoolers in Flemish education. The balance in the learning pathway lies in designing activities in which mathematics (focus on measurement, space, and/or patterns) is the primary goal, and STEM provides the context to enrich these goals. Think of preschoolers comparing the lengths of sticks when building a bridge, recognizing shapes in a structure, or creating color patterns for a robot route. By prioritizing explicit mathematical goals, targeted observation tools, and teacher training, mathematics remains central without losing the benefits of STEM. The authentic STEM contexts help to make complex mathematical concepts tangible and concrete for our target group.