Beyond STEAM: Methodological Alternatives for Addressing Mathematical Content in Basic Education

Authors

DOI:

https://doi.org/10.62697/rmiie.v5i3.386

Keywords:

Meaningful learning, mathematical content, STEAM approach, alternative methodologies

Abstract

Currently, mathematics education faces the challenge of promoting meaningful learning, in which the teaching-learning process contributes to the development of mathematical skills and abstract thinking, as well as fostering curiosity and interest. In addition, it seeks to support mastery of content and procedures, while encouraging a positive attitude toward mathematics. In the 2022 Curriculum, promoted by the educational policy of the New Mexican School, the STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) has been considered the primary methodology for achieving interdisciplinary integration of knowledge and the development of mathematical skills. This approach is proposed as the methodological foundation for the field of “Scientific Knowledge and Thinking” (Science and Mathematics). However, it does not always can guarantee a deep understanding of content, as it may at times prioritize the integration of disciplines over the conceptual analysis inherent to mathematics. This article proposes several alternative methodologies that can serve as a complement or substitute for the STEAM approach, especially when addressing content that is difficult to integrate in an interdisciplinary way. In this manner, it aims to strengthen classroom practice and enrich mathematics teaching.

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Published

2026-06-26

How to Cite

Muñiz-González, A. D., & Esquivel-Marín, S. M. (2026). Beyond STEAM: Methodological Alternatives for Addressing Mathematical Content in Basic Education. Revista Mexicana De Investigación E Intervención Educativa, 5(3), 49–59. https://doi.org/10.62697/rmiie.v5i3.386

Issue

Vol. 5 No. 3 (2026): Aprender para transformar: nuevas perspectivas de la educación contemporánea (julio-septiembre)

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Artículos

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Copyright (c) 2026 Arturo Daniel Muñiz-González, Sandra Mayte Esquivel-Marín

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