STEM Ways of Thinking.

We explore the epistemological issues that arise when considering STEM as a curricular and instructional construct. Our approach is somewhat unique in that we are not focused on the curricular or instructional boundaries of STEM education, but consider the nature of the cognitive activity at play during STEM-focused activity, with an emphasis on mathematical thinking. We focus specifically on the epistemological underpinnings of mathematics and other STEM disciplines, and the possibility of an epistemology of STEM as a curricular construct. The im lica ion on den STEM a of hinking (SWoT) a e di c ed in de ail f om a theoretical and empirical lens. Future research directions are identified.