STEM and Mathematics a Path to Structuring the Future Professional

STEM (Science, Technology, Engineering and Mathematics) methodologies are articulated to mathematics, configuring a route for the structuring of the future professional, since it implies a multidimensional and intentional process, which leads the student to exercise their logical, rational, critical and reflective sense, not only in a specific area of knowledge, but also in terms of the links they establish with the context they inhabit as a social being and work subject. The problem poses the planning of learning-teaching-study-performance, which becomes a system of interrelations, with different levels of demand and intervening actors, which force the subject who teaches to increase the development and quality of strategies, articulations and innovations in the active experience of learning. The results are framed in the realities of the context for both training and performance; likewise, they respond to the goals of the 2030 Agenda, whose global purpose is to access and provide education with equity and quality at all levels of training, with the intention of providing relevant learning and increasing the development of competencies leading to constant development with a global approach. In conclusion, for the achievement of these results, factors related to science, technology, engineering and mathematics mediate during lifelong training as a route for the structuring of tre future professional, consolidating the student's persistence and enabling him to assume the conditions and transformations of the sociocultural and work environment. being managers of evidence-based reasoning for decision-making.