Highlighting mathematics in STEM school education

STEM (science, mathematics, engineering, technology) education has become more prominent in schools since its promotion over the past ten years. While previously fraught with a lack of clarity of vision, the publication of the national strategy (National Council, 2015) in Australia provided some guidance and advice to schools about the goals and actions required to address engagement, achievement and participation. However, case studies of STEM education in schools still reveal a diversity of approaches and potential outcomes, which has meant reporting on successful outcomes is challenging. In addition, limited research to evaluate the efficacy of these approaches, and the contribution of mathematics to an integrated STEM agenda, has added to the challenge. Anderson et al. (Research in mathematics education in Australasia, 2015-2019. Springer, 2020) identified four key issues warranting further attention-evidence on how integrated STEM curriculum supports students' learning in mathematics, particularly in secondary school contexts; whether mathematics is incidental or foundational in STEM education; how mathematics supports the development of the other STEM subjects; and curriculum reforms to guide teachers' work. Our chapter investigates whether recent Australasian STEM publications have addressed these issues related to STEM and mathematics education and identifies potential new questions and avenues for future integrated STEM education research.