Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation’s global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, especially in science, engineering, and technology, are directly obvious, mathematics underpins the other STEM disciplines. It is recognized that mathematics is the foundation for all other STEM disciplines; the role of mathematics in classrooms is not clear yet. Therefore, the question arises: What is the current role of mathematics in secondary STEM classrooms? To answer this question, we conducted a systematic literature review based on three publication databases (Web of Science, ERIC, and EBSCO Teacher Referral Center). This literature review paper is intended to contribute to the current state of the role of mathematics in STEM education in secondary classrooms. Through the search, starting with 1910 documents, only 14 eligible documents were found. In these, mathematics is often seen as a minor matter and a means to an end in the eyes of science educators. From this, we conclude that the role of mathematics in the STEM classroom should be further strengthened. Overall, the paper highlights a major research gap, and proposes possible initial solutions to close it.

Problems encountered in Science, Technology, Engineering and Mathematics (STEM) contexts cannot be adequately described or solved with the knowledge of a single discipline. Instead, a high level of inter- and transdisciplinary knowledge and methods is required to overcome them. These help to pose problems about the complex challenges and solve them in a creative way. The better the knowledge within one and of different disciplines is interlinked, the more targeted questions can be formulated and answered. Mathematical concepts serve as the foundation for many of the pressing problems of our time. At the same time, these problems offer a wide range of opportunities for individualized exploration. They are equally suitable for students with different interests and levels of ability, as everyone can identify and work on an individual problem within the given context. However, numerous studies have shown that posing adequate mathematical problems must be learnt as well as knowledge from different disciplines is not automatically linked or transferred to other situations. The ability to grasp the formal structure of a problem, recognize problems, and find connecting problems are characteristics of mathematically gifted children and young people that need to be promoted. In our theory-based contribution, we use a concrete context to illustrate which possible mathematically rich problems can be posed by students of different ages and abilities. This approach facilitates the development of their individual abilities according to their interests and potential.

In response to disruptive events, an urgent need for sustainable development (SD) has emerged worldwide. Education is an important driver in promoting sustainability by highlighting and generating an understanding of the complex interrelationships in today’s world, such as consumption and environmental impact. The question, therefore, arises: To what extent and in what manner is education for sustainable development (ESD) addressed in conjunction with mathematics education in research articles? This inquiry is explored through a systematic literature review, aiming to present the current state of research on ESD and mathematics in a school context. Through our search based on four publication databases (Web of Science, ERIC, EBSCO Teacher Referral Center, and SCOPUS), 106 of the initial 888 eligible documents were identified. The analysis indicates that empirical research within ESD, and mathematics has been increasing over the last 5 years with current research being characterized by theoretical and qualitative approaches. In the analysis of the research topics, five directions of intentionalities (DoIs) were identified within the education of mathematics and sustainability: towards the teacher and teacher competence, towards affect, towards enhanced capabilities and knowledge, towards learning opportunities, and towards curriculum development and policy. The DoI towards teachers and teacher competence is the most prevalent. As a result, we conclude that research in ESD and mathematics should be strengthened, particularly in the other four DoIs. Collectively, these findings highlight significant research gaps within ESD and mathematics.

According to contemporary research, there exists an imbalance within the disciplines of Science, Technology, Engineering, and Mathematics (STEM), wherein certain subjects are lacking representation due to the neglect or omission of mathematical elements. The purpose of this study is to address this issue through the analysis of an established learning sequence that has been well-tested to promote mathematical skills. We adapted the selected biology-based learning sequence to foster mathematical problem solving and conducted it with a school class. The qualitative analysis of the recorded video footage of this adapted learning sequence revealed that the modified task effectively stimulated mathematical problem-solving skills. This successful adaptation demonstrates one approach through which mathematics can be strengthened and effectively utilized in STEM subjects.