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Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a few proposed domain-specific CT definitions in STEM education; (b) the most popular instructional model was problem-based instruction, and the most popular topic contexts included game design, robotics, and computational modelling; (c) while the assessments of student learning in integrated CT and STEM education targeted different objectives with different formats, about a third of them assessed integrated CT and STEM; (d) about a quarter of the studies reported differential learning processes and outcomes between groups, but very few of them investigated how pedagogical design could improve equity. Based on the findings, suggestions for future research and practice in this field are discussed in terms of operationalizing and assessing CT in STEM contexts, instructional strategies for integrating CT in STEM, and research for broadening participation in integrated CT and STEM education. 

“Modeling” is a term that has several meanings in general, but particularly in mathematics. Here math modeling refers to the process of creating a mathematical representation of a real-world scenario to make a prediction or provide insight. There is a distinction between using a formula that arises from an application (for example, distance equals rate times time) and the actual creation of a mathematical relationship itself that can be useful in an applied setting. In this two part workshop, we demonstrate how to develop authentic math modeling challenge problems that are accessible and relevant to students. In the second part of the workshop we talk about how to facilitate math modeling so that students have an opportunity to be creative and innovative in their modeling process while having ownership over their solution.