Academic production on STEM/STEAM education in Latin America and the role of mathematics: a systematic literature review
DOI:
https://doi.org/10.48489/quadrante.42837Keywords:
STEM Education, STEAM Education, Literature Review, Latin America, Mathematics in STEM/STEAMAbstract
This article presents a systematic literature review on STEM/STEAM education in Latin America, based on 141 articles published in 73 Social Sciences and Education journals between 2016 and 2023. The analysis considered temporal evolution, geographic distribution, educational levels, types of work, research themes, and the presence of mathematics in research articles. The results show a steady increase in publications since 2020, with a predominance of studies conducted at the higher education level, a strong prevalence of research work, and a significant representation of Brazil. Two main groups of research studies were identified: those that use STEM/STEAM as a generic label, focusing on gender issues and student trajectories in STEM careers, and those that conceive STEM/STEAM as an integrative educational approach, where studies on educational experiences and on competencies and skills related to the approach prevail. Gaps were detected regarding curriculum, assessment, and teacher education, as well as a limited treatment of mathematics, which often plays a secondary role in STEM/STEAM-oriented educational experiences. These findings provide a mapping of trends and gaps in the region, offering guidance for future research.
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