Journal of Transformative Praxis

Journal of Transformative Praxis, Volume 7, Issue 1, June 2026, -

Publication date: Jul 30, 2026

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The Integrated STEAM (Science, Technology, Engineering, Arts and Mathematics) approach in pedagogical practice has unboxed myriad perspective in the educational field. Its main emphasis is on the ideas of learning through subjects’ integration and contextualization of different conceptual knowledge rather than focused on sole rote memorization and rigorous practices of routine algorithmic textual problems. It has challenged and broken the bondage of disciplinary egocentrism and has been empowered to create collaborative disciplinary space. Further, it has characterized learners as active agents of societal change through the interrelated process of being, knowing, and doing. Particularly in mathematics pedagogy, the Integrated STEAM approach has been playing a vital role by helping teachers and learners to understand various mathematical concepts by connecting them with various real-life contexts. This autoethnographic endeavor was conducted under multi-paradigmatic research space with the purposes of (i) critically reflecting on embedded separate subject-centric approach which is creating disciplinary egocentrism particularly in mathematics education and hindering in promoting STEAM pedagogical practice and (ii) envisioning STEAM-sensitized mathematics education. This research has come up with the idea of Integrated curriculum for meaningful mathematics learning, Integrated STEAM approach for mathematics pedagogy and assessment as/for continuous learning. Moreover, the STEAM approach assisting educators and learners on developing different transdisciplinary abilities which are essential for engaging in building a productive, sustainable, and just society.

Integrated STEAM Disciplinary Egocentrism Transdisciplinary

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