STEAM+X in Mathematics Education: A Systematic Literature Review

Muhamad Galang Isnawan; Marcel David Pochulu; Javier García-García; Naif Mastoor Alsulami; Sudirman Sudirman

doi:10.58421/misro.v4i2.451

DOI:

https://doi.org/10.58421/misro.v4i2.451

Authors

Muhamad Galang Isnawan Universitas Nahdlatul Wathan Mataram https://orcid.org/0000-0002-3799-3435
Marcel David Pochulu University of Villa María https://orcid.org/0000-0003-2292-4178
Javier García-García Universidad Autónoma de Guerrero https://orcid.org/0000-0003-4487-5303
Naif Mastoor Alsulami University of Jeddah https://orcid.org/0000-0002-7404-8141
Sudirman Sudirman Universitas Terbuka

Keywords:

Mathematics education, PRISMA, STEAM X, Systematic literature review

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.

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STEAM+X in Mathematics Education: A Systematic Literature Review

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