INTEGRATION OF MATHEMATICS TEACHING IN HIGHER EDUCATION WITH THE STEAM APPROACH
DOI:
https://doi.org/10.5281/zenodo.20702150Keywords:
STEAM education, mathematics didactics, higher education, mathematical competence, integrative model, project-based learning.Abstract
In the contemporary landscape of higher education, the reinforcement of interdisciplinary connections and the development of practically oriented competencies among students have emerged as increasingly pressing concerns. This article examines the theoretical and methodological foundations underpinning the application of the STEAM approach in mathematics instruction, alongside the concrete mechanisms through which it may be implemented within the university learning environment. The study identifies the inherent limitations of conventional mathematics education and establishes substantive pathways for its productive alignment with engineering disciplines, information technologies, natural science knowledge, and creative practice. Drawing on project-based learning, problem-centred instructional scenarios, and cross-disciplinary assignments, the article provides a scientifically grounded rationale for the concurrent development of mathematical reasoning, analytical capacity, and creative thinking among undergraduate students.
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Copyright (c) 2026 Mardon Pardabayev, Biloliddin Okilov
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This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). Authors retain copyright and grant the journal the right to first publication. The license permits others to share, adapt, and build upon the work as long as appropriate credit is given to the original author(s) and the source.