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.

Why it matters

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.

Key insights

• Kazakhstan's PISA 2022 mathematics scores were below the OECD average, indicating a need for improved pedagogical methods.
• A STEM-Problem-Based Learning (STEM-PBL) approach was investigated for its potential to enhance mathematical literacy.
• The study focused on Grade 11 geometry students learning about volumes of solids of revolution.
• The STEM-PBL intervention incorporated real-world engineering tasks and various digital tools, such as GeoGebra 3D, Desmos, Mathigon Polypad, and CalcPlot3D.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1928084