Applying the STEM model to develop Grade 4 students’ self- directed learning competence in Mathematics instruction.

Abstract

This article examines the integration of STEM education into Grade 4 Mathematics to foster students’ self- directed learning competence. STEM helps transform abstract numbers into tangible, project-based activities, enabling teachers to achieve the core objective of connecting Mathematics with real-life contexts. By engaging in authentic problem solving, students not only consolidate mathematical knowledge but also develop the capacity to conduct independent inquiry, plan learning tasks, and self-evaluate their outcomes. The paper proposes a five-step instructional process and illustrates it through a specific thematic example.