STEM/STEAM, ethnomathematics, and TPACK: A systematic literature review and implications for project-based Ethno-STEAM in pre-service mathematics teacher education

Dwi Astuti; Heri Retnawati; Rully Charitas Indra Prahmana; Ahmad Naufal Aljura; Septinda Rima Dewanti; Gulzhaina Kuralbayevna Kassymova; Dwi Astuti; Heri Retnawati; Rully Charitas Indra Prahmana; Ahmad Naufal Aljura; Septinda Rima Dewanti; Gulzhaina Kuralbayevna Kassymova

doi:10.3934/steme.2026015

STEM Education

2026, Volume 6, Issue 3: 350-371. doi: 10.3934/steme.2026015

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Review

STEM/STEAM, ethnomathematics, and TPACK: A systematic literature review and implications for project-based Ethno-STEAM in pre-service mathematics teacher education

1.
Department of Mathematics Education, Mathematics and Science Faculty, Universitas Negeri Yogyakarta, Colombo St. No. 1, Karang Malang, Caturtunggal, Depok District, Sleman Regency, Special Region of Yogyakarta 55281, Indonesia; dwi846fmipa.2022@student.uny.ac.id, heri_retnawati@uny.ac.id, ahmadnaufal.2023@student.uny.ac.id
2.
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Jl. Ahmad Yani (Ringroad Selatan) Tamanan Banguntapan Bantul Yogyakarta 55166; dwi846fmipa.2022@student.uny.ac.id, rully.indra@mpmat.uad.ac.id
3.
Haniefa, Bimbel dan Ruang Remediasi Matematika, Nusantara St. KMM.23, Kijang Kota, Bintan Timur District, Bintan Regency, Kepulauan Riau 29151, Indonesia; aljurabus8@gmail.com
4.
School of Early Childhood and Inclusive Education, Queensland University of Technology, Australia; septindarima.dewanti@hdr.qut.edu.au
5.
Abai Kazakh National Pedagogical University, Alamaty, Kazakhstan; kassymova@satbayev.university

Academic Editor: Kwesi Yaro

Received: 27 October 2025 Revised: 26 January 2026 Accepted: 06 March 2026 Published: 02 April 2026

Innovative learning plays a crucial role in preparing students to tackle global challenges in the 21st century. In the context of this study, innovative learning is understood as instructional approaches that integrate STEM/STEAM education, ethnomathematics or cultural contexts, and project-based learning to support the development of technological pedagogical content knowledge (TPACK) in pre-service mathematics teacher education. Despite the growing attention to innovative pedagogical approaches, research examining the intersection of STEM/STEAM education, ethnomathematics, and TPACK in pre-service teacher education remains fragmented. Therefore, this study conducted a literature review to examine how STEM/STEAM, ethnomathematics (ethno), project-based learning (PjBL), and TPACK are represented and connected in the literature of pre-service mathematics teachers' education. A systematic literature review (SLR) of 17 Scopus-indexed articles from the past seven years was conducted. The analysis employed descriptive statistics, network analysis, and qualitative synthesis to identify research trends, dominant themes, and emerging patterns. The analysis suggests that PjBL–ethno–STEAM emerges as a promising conceptual direction for supporting TPACK development, although empirical evidence remains limited. The study also discusses challenges, opportunities, implications, and recommendations for future research and applications in educational settings. These findings aim to inform the development of innovative and contextually relevant mathematics teachers' education curricula.
- PjBL,
- pre-service mathematics teacher,
- ethno-STEAM,
- TPACK,
- systematic literature review (SLR)
Citation: Dwi Astuti, Heri Retnawati, Rully Charitas Indra Prahmana, Ahmad Naufal Aljura, Septinda Rima Dewanti, Gulzhaina Kuralbayevna Kassymova. STEM/STEAM, ethnomathematics, and TPACK: A systematic literature review and implications for project-based Ethno-STEAM in pre-service mathematics teacher education[J]. STEM Education, 2026, 6(3): 350-371. doi: 10.3934/steme.2026015

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Abstract

Innovative learning plays a crucial role in preparing students to tackle global challenges in the 21st century. In the context of this study, innovative learning is understood as instructional approaches that integrate STEM/STEAM education, ethnomathematics or cultural contexts, and project-based learning to support the development of technological pedagogical content knowledge (TPACK) in pre-service mathematics teacher education. Despite the growing attention to innovative pedagogical approaches, research examining the intersection of STEM/STEAM education, ethnomathematics, and TPACK in pre-service teacher education remains fragmented. Therefore, this study conducted a literature review to examine how STEM/STEAM, ethnomathematics (ethno), project-based learning (PjBL), and TPACK are represented and connected in the literature of pre-service mathematics teachers' education. A systematic literature review (SLR) of 17 Scopus-indexed articles from the past seven years was conducted. The analysis employed descriptive statistics, network analysis, and qualitative synthesis to identify research trends, dominant themes, and emerging patterns. The analysis suggests that PjBL–ethno–STEAM emerges as a promising conceptual direction for supporting TPACK development, although empirical evidence remains limited. The study also discusses challenges, opportunities, implications, and recommendations for future research and applications in educational settings. These findings aim to inform the development of innovative and contextually relevant mathematics teachers' education curricula.

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Author's biography Dr (Can). Dwi Astuti is a lecturer of mathematics education with Universitas Ahmad Dahlan, Yogyakarta and a Doctor Candidate of Mathematics Education from Universitas Negeri Yogyakarta, Indonesia. She is specialized in innovative pedagogical framework and educational technology integration. Her research interests include educational assessment, STEM/STEAM Education, Ethnomathematics, TPACK, and Project-Based Learning; Dr. Heri Retnawati is a professor of science of mathematics education evaluation with Universitas Negeri Yogyakarta, Indonesia. She is specialized in educational measurment and assesment. Her research interests include IRT, innovative pedagogical frameworks, and educational technology integration; Dr. Rully Charitas Indra Prahmana is a professor of mathematics education with Universitas Ahmad Dahlan, Indonesia. He is specialized in design research and inclusion education. His research interests include Realistic Mathematics Education, PISA, ethnomathematics, innovative pedagogical frameworks, and educational technology integration; Ahmad Naufal Aljura is a teacher and researcher. He teaches mathematics at the junior high and high school levels. His research interests include error analysis methods, systematic literature reviews, meta-analysis, scaffolding strategies, mathematical abilities, mathematical word problem, and the use of GeoGebra; Dr. (Can) Septinda Rima Dewanti is an educator at the Guidance and Counselling Department at Yogyakarta State University, Indonesia and a PhD student at Queensland University of Technology, Australia. Her research interests include trauma-informed education in guidance and counselling services at schools and higher education, especially in Java-Indonesia; Dr. Gulzhaina Kuralbayevna Kassymova is an associate professor of educational research in social sciences from Abai Kazakh National Pedagogical University (Abai University), Kazakhstan. She also works for the Insititute of Metallurgy and Ore Beneficiation JSC, Satbayev University, as a head of the Department of International Cooperation and Intellectual Property. Her research interests diverse from mathematics education to metallurgy and ore beneficiation

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