“STEM” and “education” are buzz words being circulated in the media, the education sector, private businesses, and government organizations, among other groups. STEM is being recognized as providing the means for improving a country’s economy and social fabric. How therefore, can the education sector facilitate development of the necessary STEM skills in learners? What is the relationship between mathematics and STEM? How can mathematics teaching and learning complement STEM education? What should mathematics classroom practices reflect?

Despite the increased popularity of STEM education worldwide, there is much haziness about what constitutes STEM education. This theoretical paper seeks to stimulate discussion on what STEM is and how it should be implemented. It positions an integrated STEM approach as foundational to education but advocates a shift from the compartmentalized focus on the silos of subject disciplines to one that is phenomenon-based.