A Review of Research on High School Mathematical Modeling Teaching Models under the Concept of STEAM Education

Abstract

In recent years, the research on the STEAM education concept and mathematical modeling has become an academic hotspot. With continuous advancements in education policies, the teaching model of high school mathematical modeling under the STEAM framework has shown new development trends. This paper analyzes how this teaching approach can theoretically align with curriculum standards and support the ongoing reforms in basic education. STEAM education emphasizes interdisciplinary integration, hands-on inquiry, and innovation, making it highly compatible with mathematical modeling, which serves as a crucial practical component of mathematics. Integrating STEAM principles into mathematical modeling instruction can enhance students’ core competencies, promote subject integration, and improve their ability to apply mathematical concepts in real-world contexts. In terms of practical research methods, this paper identifies three key approaches: a multi-stage and multi-mode research framework, the establishment of competency-based evaluation criteria, and project-based learning (PBL) applications. Additionally, two strategic improvement plans are proposed: first, engaging five key groups—students, teachers, school administrators, policymakers, and parents—to collaboratively refine the teaching model; second, drawing insights from international teaching practices to expand the depth and scope of localized implementation. Finally, the paper suggests that future research should focus on diversifying methodologies, designing comprehensive teaching cases, and extending research durations to provide valuable references for innovative practices in mathematics education.