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This entry first examines perspectives on STEM education (science, technology, engineering, and mathematics) and approaches to integrating the STEM disciplines. The second part explores STEM education and integration within preservice and in-service teacher education. Promoting students’ learning in STEM across the school years is receiving escalating global attention. It is frequently stressed that “STEM jobs are the jobs of the future,” with STEM skills increasingly in demand not only within, but also beyond, specific STEM occupations. With STEM competencies seen as essential to promoting innovation, productivity, and overall economic growth, a focus on STEM education is regarded as critical in many nations.

This chapter explores mathematical and interdisciplinary modeling within the early and elementary school years, where children’s learning potential often remains untapped. Interdisciplinary modeling, as used in this chapter, encompasses the STEM disciplines as well as aspects of the humanities. Different forms of modeling for grades K-6 are reviewed including model-eliciting activities and STEM-based modeling. Modeling contexts with a focus on cultural and community issues are also explored. To illustrate how elementary students can work effectively with these problems, an MEA and a follow-up STEM-based modeling problem implemented in fourth-grade classrooms (9-year-olds) are presented.

This book conceptualizes the nature of mathematical modeling in the early grades from both teaching and learning perspectives. Mathematical modeling provides a unique opportunity to engage elementary students in the creative process of mathematizing their world. A diverse community of internationally known researchers and practitioners share studies that advance the field with respect to the following themes: The Nature of Mathematical Modeling in the Early Grades Content Knowledge and Pedagogy for Mathematical Modeling Student Experiences as Modelers Teacher Education and Professional Development in Modeling Experts in the field provide commentaries that extend and connect ideas presented across chapters. This book is an invaluable resource in illustrating what all young children can achieve with mathematical modeling and how we can support teachers and families in this important work.

Design and design thinking have become more prominent in recent years, with design now being applied to a range of fields as diverse as business and medicine. Design thinking is an important component of complex problem solving, entailing the processes of problem identification, brainstorming solution ideas, generating prototypes, and testing and refining outcomes. Design plays a central role in technology and engineering education, where a basic understanding of how design impacts on the world and ultimately shapes our personal lives is considered essential. This chapter focuses on design learning in K-12 STEM education, specifically integrated STEM-based problem solving, through the lenses of learning about and learning through design.

This chapter examines core aspects of quality publishing in mathematics education journals, with a particular focus on the journal, Mathematical Thinking and Learning: An International Journal ([MTL] https://www.tandfonline.com/loi/hmtl20). Following an introduction to MTL, I provide recommendations for writing and submitting a research journal article, from both a general perspective and from that of MTL. I give consideration to core components of a journal article and offer suggestions for maximising one’s chances of final publication acceptance. Next, I examine journal reviewing processes from the perspectives of a journal editor, an author, and reviewer. MTL serves to illustrate key points in the reviewing processes.

This article reports on a 4th-grade problem activity implemented as part of a 4-year longitudinal, design research study across grades 3–6. The activity integrated the four STEM disciplines through a focus on design. Following investigations of their feet measurements and shoes, two classes of 9-year-olds explored the roles of designers and engineers in shoe manufacture, experimented with materials, and then designed and constructed their own pairs of shoes. A conceptual framework, towards informed design (adapted from Crismond and Adams in J Eng Educ 101(4):738–797, 2012), is advanced for exploring students’ learning while designing. Drawing on this framework, consideration is given to students’ use of design strategies, including posing their own problems and design aims, sketching their shoe designs, testing and reflecting on their products, and redesigning and reconstructing. Although more students expressed a desired shoe than a design problem to be solved, they nevertheless were able to develop their own design aims and constraints. Designing a functional and aesthetically pleasing shoe was most common, together with comfort. Material properties typically less accessible to young students (water repellent, durable, insulated) were also considered in their designs. Students’ attention to detail in their design sketches (e.g., style features, 2-D and 3-D perspectives, measurements, materials) suggested they had progressed beyond beginning designers. Likewise, students’ increased satisfaction with their redesigns, displaying knowledge of material properties, measurement and spatial skills, and design processes indicated progress towards informed design.