<![CDATA[This study examines the trends of STEAM (Science, Technology, Engineering, Arts, and Mathematics) research in mathematics education from 2020 to February 2026. Guided by PRISMA 2020 procedures, a systematic review of 37 peer-reviewed journal articles was conducted to map temporal growth, geographical distribution, educational levels, methodological orientations, reported outcomes, and research gaps. Findings indicate a marked acceleration of publications after 2021, culminating in a peak in 2025, suggesting consolidation of STEAM as a legitimate research domain in mathematics education. Research production is geographically concentrated, with Indonesia and Spain emerging as dominant contributors, while broader Global South representation remains limited. Methodologically, the field is characterized by a predominance of systematic literature reviews, quasi-experimental studies, and design-based research, reflecting a dual movement toward theoretical consolidation and intervention validation. Reported outcomes primarily emphasize teacher professionalism, pedagogical capacity, 21st-century competencies, positive mathematical dispositions, and sustainability integration, whereas direct and longitudinal evidence of mathematics-specific achievement and numeracy gains remains comparatively underrepresented. Overall, STEAM in mathematics education is transitioning into a phase of epistemic maturation, marked by diversification into STEAM+X frameworks, technological deepening, and growing concern for mathematical integrity and sustainability.]]>
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