Applying the STEM approach in studying Graph Theory from the perspective of technology-enhanced interactive learning concept

Graph theory (GT), as a branch of mathematics, can provide mathematical modeling of many real-world phenomena through fundamental notions, concepts, and theorems. Despite the fact that GT is an interdisciplinary science, in the process of studying the respective course, attention is not always paid to solving real-life problems that would involve developing a mathematical model and identifying solutions in the context of STEM education. In this sense, one of the central objectives of this research refers to the development of a methodology for capitalizing on information technologies and the Internet in the process of studying the GT course unit through the STEM approach from the perspective of the concept of interactive-technological learning. The concept of interactive-technological learning is defined as a means that targets 5 types of effective student interactions and interrelationships. The article examines the main benefits of implementing the concept of interactive-technological learning, such as creating a more dynamic learning environment, increasing student interest and motivation, stimulating cooperation and intercommunication between students, etc. Methodological recommendations are proposed regarding the stages in the implementation process of STEM activities/projects. The main advantages of approaching the STEM methodology from the perspective of the concept of interactive-technological learning when studying GT, through technologies, including MAPLE software and Internet platforms, are highlighted.