Developing students’ mathematical literacy through STEM: PBL: a quasi-experimental study

A quasi-experimental study conducted in Almaty, Kazakhstan, examined the effectiveness of a STEM-Problem-Based Learning (STEM-PBL) approach in improving mathematical literacy among Grade 11 geometry students. This intervention, utilizing real-world engineering tasks and digital tools, aimed to address Kazakhstan's persistent below-OECD average performance in mathematics, as noted in the PISA 2022 assessment. The study implemented a pretest-posttest design with an experimental group engaging in STEM-PBL lessons, focusing on volumes of solids of revolution.

This research is strategically important as it addresses a fundamental challenge in national educational performance, improving mathematical literacy, which is critical for future STEM workforce development and economic competitiveness. Identifying effective pedagogical approaches like STEM-PBL can directly inform national education strategies, curriculum reforms, and teacher training initiatives. Enhancing mathematical capabilities at the secondary level has long-term implications for innovation capacity and an informed citizenry.

Kazakhstan's PISA 2022 mathematics scores were below the OECD average, indicating a need for improved pedagogical methods.

Forward consideration, not a verified fact.