Despite the promise of integrated STEM for authentic learning, it remains unclear whether such integrated approaches can result in significant learning in STEM disciplines.Mathematics is often seen as an “accessory” discipline to Science in many integrated STEM tasks. In this systematic review paper, we investigate the issue of integrating mathematics by unpacking the centricity of STEM tasks, analysing the connections between mathematics and other disciplines, and highlighting the different faces of mathematics presented in these tasks. Our findings suggest that although current STEM tasks anchored in mathematics are problemcentric, they have relatively weak inter-disciplinary connections. Analyses also revealed less emphases on mathematics as a way of knowing. We discuss possible implications and suggestions for strengthening the M in STEM from this review. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.
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