Building STEM Education

on a Sound Mathematical Foundation

A joint position statement on STEM from the

National Council of Supervisors of Mathematics and the
National Council of Teachers of Mathematics

Our Position
The National Council of Supervisors of Mathematics (NCSM) and the National Council of Teachers
of Mathematics (NCTM) recognize the importance of addressing STEM fields (science, technology,
engineering, and mathematics) in PK–12 education and affirm the essential role of a strong foundation
in mathematics as the center of any STEM education program. In addition to integrative experiences
connecting the disciplines of STEM, students need a strong mathematics foundation to succeed in
STEM fields and to make sense of STEM-related topics in their daily lives. Thus, any STEM education
program (including out-of-school activities) should support and enhance a school’s mathematics
program, ensuring that instructional time for mathematics is not compromised. In addition, any STEM
activity claiming to address mathematics should do so with integrity to the grade level’s mathematics
content and mathematical practices.

STEM Skills for the Future and the issues that voters increasingly face address
such complex matters as the economy and taxation,
The success of the nation as we move through the health care and the spread of disease, the stock market
21st century continues to depend on ideas and skills. and international behavior, and gerrymandering and
Increasingly, the influence of technology and the election outcomes. Although the need for mathematics
availability of information will shape those ideas and education has traditionally been cast in terms of
skills, resting in large part on how well we address economic need and national defense (Tate, 2013),
science, technology, engineering, and mathematics mathematics is increasingly needed to understand the
in our K–12 education. Business leaders look for world today and fully engage in democratic society
employees who not only possess knowledge and skills (NCTM, 2018). All members of society, if they are to
in STEM fields, but also can work together to find make informed choices for themselves, their families,
creative solutions to complex problems (National and their communities, need to be quantitatively
Academy of Engineering & National Research Council, literate and to have an understanding of quantitative,
2014; PCAST, 2010). Information in numerical and scientific, and technological issues far beyond what
statistical forms inundate us in print and online media, was once adequate.

NCSM • NCTM mathedleadership.org • nctm.org

 conditions might have a high connection to science

Envisioning STEM Education content, some technology and mathematics, but little
attention to engineering.
Underlying the confusion and inconsistency in school
In implementing an integrative activity or a
STEM programs is the lack of a clear vision of what
STEM is and what STEM programs should include. comprehensive integrative program, attention to the
There are those who argue that whenever we teach any individual component disciplines is essential (Stevens,
of the individual disciplines of mathematics, science, 2012). In a STEM program, mathematics and science
engineering, or technology, we are teaching STEM play a different role from technology and engineering,
(Bybee, 2013; Larson, 2017). Within this vision is a in that mathematics and science are school subjects
strong commitment to teach mathematics and science that must be taught well for both a comprehensive
in ways that emphasize the relevance of the disciplines education and as a foundation for any STEM initiative.
and engage students in developing thinking, reasoning, When incorporating mathematics as part of a STEM
and problem-solving skills. Advocates of this view activity, it is important to ensure that the mathematics is
of STEM also acknowledge the benefits of activities consistent with standards for the targeted grade level(s)
that connect two or more of the four STEM fields in in terms of content as well as the level and kind of
meaningful ways. thinking called for (Larson, 2017).
Others, however, suggest that teaching the individual NCSM and NCTM believe that prioritizing STEM
disciplines—especially mathematics and science—is
is not about making a judgment as to whether or not
important for STEM, but that true STEM is integrative
any single activity is a good STEM activity. Rather,
(Dugger, 2010; New York City Department of
we suggest that a meaningful STEM program should
Education 2015, 2018; Pelesko, 2015). That is, we
encompass many elements. It should be founded on
can connect and extend mathematics and science and
the mathematical thinking and knowledge advocated
incorporate engineering and technology to address
relevant problems and tasks arising from life in the 21st for several decades by NCTM and NCSM and that
century. Topics including robotics, communication, are consistent and supportive of the science and
urban transportation, health, space exploration, engineering practices outlined in the Next Generation
environmental issues, or disease spread and prevention Science Standards (NGSS Lead States, 2013). A
offer fertile ground for student explorations in STEM well-designed and effective STEM program is going
learning. Students may use mathematics or science to to have a strong mathematics component, a strong
model problems from the aforementioned list as they science component, and many opportunities to use
develop creative approaches and solutions. mathematical and scientific thinking, reasoning, and
modeling across disciplines to tackle real problems
One way to think about STEM activities is to consider
that involve any or all of the STEM fields. Thus,
how much of each STEM field might be addressed in
mathematics and science as disciplines, as well as
a particular activity. Oklahoma’s STEM framework
(Patrick & Neill, 2016) offers a model of four sliders, integrative activities that cross the STEM fields,
one for S, T, E, and M. A robotics activity might be should be part of a comprehensive STEM program.
high on the E slider for an emphasis on engineering An essential feature of integrative STEM activities
design, with a significant amount of technology and should be that they support the individual disciplines
a modest amount of mathematics, but perhaps little addressed with integrity—using content from grade-
or no attention to science. Another activity involving appropriate standards that is taught in ways that support
computer simulations of plant growth under certain pedagogical recommendations from the disciplines.

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 well as appropriate professional learning (Stohlmann,

STEM in Schools Moore, & Roehrig, 2012).

There are many different interpretations of what

the incorporation of STEM should look like within
schools (National Academy of Engineering & National
Mathematics and STEM
Research Council, 2014). Although it may seem Much can be gained in support of the teaching and
that STEM is pervasive, some schools still devote learning of mathematics through connecting and
inadequate time and attention to mathematics (or integrating science, technology, and engineering with
science) and leave students ill equipped to navigate mathematics, both in mathematics classes and in
complex problems that go beyond these disciplines— STEM activities. Engineering design, for example,
problems that can benefit from the creativity and offers an approach that nurtures and supports students’
integrative thinking associated with a strong STEM development of their problem-solving abilities, a top
program. However, too much emphasis on STEM priority for mathematics teachers. The design process
fields will lessen time for developing students’ overall both reinforces and extends how students think about
problems and offers tools that can help students
literacy, broad educational knowledge, and experiences
creatively expand their thinking about solving problems
with the arts and other disciplines that are essential to
of all types—the very types of problems and issues that
the well-rounded educational experiences our students
students are likely to encounter in both their personal
deserve. In some schools, STEM as its own entity
and professional lives.
might even threaten valuable instructional time and
adequate attention to necessary development in the Teaching mathematics well is an important component
areas of mathematics and science—the very foundation of a comprehensive STEM program. There is more
of STEM. to mathematics, however, than being part of STEM.
The mathematics that students learn in school
In terms of instruction, many teachers coming from includes content and thinking that can be used as
mathematics and science backgrounds may find tools for tackling integrative STEM problems. But
themselves assigned as integrative STEM teachers, it also includes content that might be considered
often without any relevant coursework or adequate “just math” or might be connected to non-STEM
professional learning to prepare them for such an disciplines. Problems involving mathematical models
assignment. The kind of real-life problem-based of finance might or might not connect to science (S)
teaching often associated with the most effective or engineering (E) and might or might not involve
STEM activities requires considerable expertise in in-depth uses of technology (T). Likewise, art might
both content and pedagogy. Teachers assigned to be integrated into a mathematics lesson that does not
teach STEM in an integrative way may or may not be involve either science or engineering. Mathematics
dealing with deficiencies in their content knowledge. goes beyond serving as a tool for science, engineering,
Regardless, asking them to teach STEM in an and technology to develop content unique to
mathematics and apply content in relevant applications
integrative way without adequate background is likely
outside of STEM fields.
to create new knowledge gaps and challenges and
intensify the challenge of finding qualified teachers NCTM has described appropriate mathematical
for mathematics and science classrooms. Building content and processes for grades K–12 in Principles
an effective PK–12 STEM program calls for careful and Standards for School Mathematics (2000). The
attention to teacher recruitment and assignment, as standards describe a strong, balanced, comprehensive

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foundation in mathematical knowledge, thinking, which students are engaged in working through rich
and skills that is reflected in mathematics standards tasks—sometimes struggling productively as they
from across the states. Essentially every state includes tackle challenging problems—with the teacher guiding
attention to the kind of mathematical thinking, classroom discussion focused on students’ thinking and
processes, and practices that students should develop monitoring student learning throughout the process.
as part of their balanced mathematics experience. Thus,
Professional recommendations for the teaching and
there is strong professional guidance, as well as policy
learning of mathematics include offering students
direction, for the mathematics that should be taught at
challenging, engaging, and relevant problems
each grade level.
consistent with STEM recommendations from the
Further, in Principles to Actions: Ensuring public and private sector. Teaching mathematics and
Mathematical Success for All (2014), NCTM has science well, according to these recommendations,
developed a set of eight teaching practices that describe can help students develop creativity, reasoning, and
the nature of effective mathematics instruction. These problem-solving skills that align with the goals of
practices paint a picture of an interactive classroom in STEM programs.

Recommended Actions
In support of this position statement, NCSM and NCTM offer the following recommendations.

• Leaders and policymakers should: addresses the appropriate grade level, and
that the activity or program avoids trivializing
° When developing a STEM education the content and promoting misconceptions,
program, make a solid commitment to a
inaccuracies, or misleading ideas about the
strong mathematics and science program,
disciplines.
including allocating adequate instructional
time and providing appropriate professional
° When assessing STEM learning, recognize the
development, instructional materials, and unique nature of integrative STEM activities
ongoing support to teach mathematics and and use or develop authentic assessment tools
science effectively as described in professional that look at connections and address problems
recommendations (NCTM, 2014).
integrating the STEM disciplines.
° When implementing STEM activities or
programs, ensure that students also have access • Mathematics and teachers of STEM should:
to the kind of deep, rich teaching that leads to
the development of foundational knowledge and ° Teach according to professional
skills of mathematics and science, including recommendations based on what we have
the development of quantitative reasoning and learned from research on effectively teaching
mathematical and scientific thinking. mathematics for student learning, such as
NCTM’s teaching practices (2014).
° Whenever STEM activities or programs address
the disciplines of mathematics and science, ° Whenever mathematics is included in a STEM
ensure that the mathematics or science included activity, make sure that the mathematics

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 addresses academic standards appropriate for problem solving, critical thinking, questioning,
the grade level and that it is taught in ways and academic curiosity.
that support the development of mathematical
thinking and quantitative reasoning. ° When assessing STEM learning, recognize the
unique nature of integrative STEM activities
° To support STEM education within the and use or develop authentic assessment tools
mathematics program, look for opportunities to that look at connections and address problems
integrate science, technology, and engineering integrating the STEM disciplines.
in meaningful ways as students tackle problems
involving mathematics in relevant settings.
• Informal educators (after-school, summer,
° Whether teaching STEM or teaching museums, etc.) should:
mathematics, recognize whether one discipline
is the primary emphasis of an activity and ° Whenever possible and relevant for the
particular activity, relate informal STEM
maintain the integrity of the discipline in terms
of content, nature of thinking, and assessment. activities and programs involving mathematics
to mathematical content appropriate to the
grade level.
• Program/curriculum developers should:

° When developing programs and materials ° When offering STEM activities in informal
for mathematics, look for opportunities to settings, recognize that the activities should
integrate science, technology, and engineering not only be fun and engaging, but also should
in meaningful ways as applications for also should be related to instructional goals
mathematics in solving problems in relevant and grounded in a practical and realistic
settings. understanding of what is involved in pursuing
an interest in the topic or field involved.
° Whenever STEM activities might not fully
address grade-level appropriate standards in ° Whenever possible, coordinate after-school
mathematics, look for ways that the activities STEM programs and activities with the school-
can support the overall development of day academic program.

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NCSM • NCTM mathedleadership.org • nctm.org
Permission is granted by NCSM and NCTM to reprint this paper.