Mathematics embedded in STEAM approach in primary education: a systematic literature review

STEAM Education calls for interdisciplinarity between Science, Technology, Engineering, Arts/Humanities and Mathematics as a strategy to face complex problems. From this point of view, we propose a systematic review of the literature following the Statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), to explore mathematics learning in empirical STEAM studies in Primary Education. We reviewed 19 articles indexed on the Web of Science or Scopus. As a result, we observed that almost half of the articles do not consistently address the learning of mathematics. In conclusion, there is a potential to further explicit and develop mathematical skills and knowledge in STEAM education, of course, taking into account the knowledge level of Primary Education students.