Introduction: In the modern world, problem solving is an essential skill for learners. In the meantime, STEAM-based learning has been proposed as one of the effective strategies for improving students' problem-solving skills. Despite evidence of the effect of STEAM on increasing mathematical problem-solving skills, some studies also report challenges and problems in improving higher-level skills. Therefore, this study, using a meta-synthesis approach, examines the process and applications of STEAM in improving elementary students' mathematical problem-solving and extracts strengths, weaknesses, opportunities, and challenges.
Method: In this study, the meta-synthesis method was used following Sandelowski and Baruso. The research population included all articles related to the topic and purpose of the research, and the research sample was selected using a purposive method based on input and output criteria. Content analysis and theme analysis were used to analyze the data.
Findings: The findings show that there was limited attention to the use of STEAM for problem-solving skills before 2019, and then a significant increase was observed over the past three years. Indonesia had the largest number of studies, with the United States, China, and Turkey leading the field, and Iran, Portugal, Ecuador, the United Arab Emirates, and Uzbekistan emerging in this offering. The most commonly used methods were mixed methods, followed by qualitative and quantitative. Common uses of STEAM included STEAM problem-based design, STEAM problem-solving skills training, digital learning materials, and modeling-based STEAM learning. The main outcome of the STEAM strategy on math problem-solving skills was to improve students’ math problem-solving performance. Strengths included increased motivation and meaningful learning of mathematics, increased cognitive engagement, development of modeling skills, improved capacity to solve complex problems, and cognitive flexibility; weaknesses included limited teacher effectiveness, difficulties in assessment, and implementation constraints such as time and cost, along with the risks of superficial engagement; Opportunities included aligning learning expectations, creating effective learning environments, and increasing public attention to STEAM approaches, and threats included inadequate resources and budget constraints, risks of misinterpretation, and shallow adoption.
Discussion: Overall, the mixed evidence suggests that STEAM has significant potential to transform mathematics education by shifting it from rote to problem-based learning. Once internal and external challenges are managed, the inherent strengths of STEAM and current educational opportunities can be leveraged to develop students with efficient, creative, and confident mathematical problem-solving capabilities.