According to Cognitive Market Research, The Global Scientific Calculator market will grow at a compound annual growth rate (CAGR) of 5.80%from 2023 to 2030.

The demand for scientific calculator market is rising due to theincreasing popularity of handheld scientific calculators, which are valued for their compact size and user-friendly interface.
Demand for education remains higher in thescientific calculator market.
The solar cell calculator category held the highest scientific calculator market revenue share in 2023.
North America will continue to lead, whereas the Asia Pacific scientific calculator market will experience the strongest growth until 2030.

Increasing Emphasis on STEM Education to Provide Viable Market Output

The Scientific Calculator market is the rising emphasis on STEM (Science, Technology, Engineering, and Mathematics) education worldwide. Educational institutions, from schools to universities, are integrating STEM-focused curricula to prepare students for careers in fields like engineering, mathematics, computer science, and natural sciences. Scientific calculators are indispensable tools for students studying these subjects.

Texas Instruments Incorporated has unveiled an enhanced version of its TI-Nspire CX II line of graphing calculators. These calculators come with upgraded coding and math capabilities, providing users with improved functionality.

They enable complex calculations, graphing, and problem-solving, fostering a deeper understanding of scientific concepts. As the demand for STEM professionals continues to grow, the need for scientific calculators is escalating. Manufacturers are responding to this trend by developing calculators tailored specifically for STEM disciplines, incorporating advanced features such as multifunctionality, high-resolution screens, and compatibility with specialized software.

Technological Advancements and Integration of Graphing Capabilities to Propel Market Growth

The integration of advanced technological features, particularly graphing capabilities, is a significant driver in the Scientific Calculator market. Modern scientific calculators not only perform intricate calculations but also visualize data through interactive graphs and charts. This integration is invaluable for students and professionals in various fields, enabling them to comprehend complex mathematical relationships and analyze data effectively. Graphing calculators are widely used in fields such as engineering, physics, and statistics, allowing users to plot functions, analyze trends, and solve equations graphically. Moreover, the integration of touchscreen interfaces, intuitive software, and wireless connectivity has enhanced user experience, making these calculators more versatile and user-friendly.

Increasing Usage in Professional Fields Drives the Market

Market Dynamics Of the Scientific Calculator

Key Drivers for Scientific Calculator

Growing Need in Academic Institutions and STEM Education: In secondary and tertiary education, scientific calculators continue to be essential resources, particularly in STEM (science, technology, engineering, and mathematics) programs. They are in constant demand across international educational institutions due to their ability to handle complex functions, including logarithms, trigonometry, and statistical analysis, which makes them crucial for students getting ready for professional coursework and standardized tests. Exam regulations enforced by the government that promote non-programmable calculators: Exam boards in a number of nations prohibit the use of internet-enabled or programmable devices during exams. Many high school and college exams, particularly in Asia and Europe, require scientific calculators that meet these standards. Notwithstanding the widespread availability of digital alternatives, this regulatory framework encourages continued use.

Key Restraints for Scientific Calculator

Growing Use of Calculator Apps and Smartphones: In developed markets, students and casual users are no longer in need of physical calculators due to the increasing accessibility of smartphones and the availability of free scientific calculator applications. Sales are being impacted by this digital substitution, especially in urban areas where mobile device usage is prevalent. Cost Sensitivity in Markets Aware of Prices: The cost-effectiveness of electronic learning resources i...

Graduation of college-level certificate students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

The statistic displays the sources of help or support reported by women working in a science, technology, engineering, or mathematics (STEM) field worldwide, as of 2016. At that time, **** percent of respondents highlighted diversity programs as having helped their careers.

Many studies demonstrate that there is still a significant gender bias, especially at higher career levels, in many areas including science, technology, engineering, and mathematics (STEM). We investigated field-dependent, gender-specific effects of the selective pressures individuals experience as they pursue a career in academia within seven STEM disciplines. We built a unique database that comprises 437,787 publications authored by 4,292 faculty members at top United States research universities. Our analyses reveal that gender differences in publication rate and impact are discipline-specific. Our results also support two hypotheses. First, the widely-reported lower publication rates of female faculty are correlated with the amount of research resources typically needed in the discipline considered, and thus may be explained by the lower level of institutional support historically received by females. Second, in disciplines where pursuing an academic position incurs greater career risk, female faculty tend to have a greater fraction of higher impact publications than males. Our findings have significant, field-specific, policy implications for achieving diversity at the faculty level within the STEM disciplines.

Math Enrichment Market Size and Growth Outlook

The global math enrichment market size reached USD 5.8 billion in 2024 and is expected to grow at a robust CAGR of 8.2% from 2025 to 2033, culminating in a forecasted market value of USD 11.1 billion by 2033. This growth trajectory is driven by the escalating demand for supplemental educational resources and innovative learning platforms that cater to diverse learner needs across the globe. The increasing focus on STEM (Science, Technology, Engineering, and Mathematics) education and the integration of technology in teaching methodologies are pivotal factors propelling the expansion of the math enrichment market.

One of the primary growth drivers for the math enrichment market is the global emphasis on enhancing mathematical proficiency among students, as nations recognize the critical role mathematics plays in fostering logical thinking, problem-solving, and analytical skills. Governments and educational institutions are investing heavily in curriculum development and enrichment programs to bridge learning gaps and prepare students for competitive academic and professional environments. Furthermore, the proliferation of standardized testing and international assessments has intensified the need for effective math enrichment solutions, pushing parents and schools to seek advanced resources that go beyond conventional classroom teaching.

The rapid digital transformation within the education sector has led to the widespread adoption of online learning platforms and interactive educational tools, further fueling the growth of the math enrichment market. The accessibility and flexibility offered by digital resources, such as online tutoring services, educational games, and adaptive learning platforms, have democratized access to quality math education. These solutions cater to various learning styles and paces, enabling personalized learning experiences and improving student outcomes. The integration of artificial intelligence and data analytics in math enrichment products also allows for real-time feedback and performance tracking, making learning more engaging and effective.

Another significant growth factor is the rising demand for lifelong learning and adult education, as professionals seek to upskill and reskill in an increasingly competitive job market. Math enrichment programs designed for adult learners are gaining traction, particularly in sectors where mathematical competence is essential. Additionally, the expansion of global e-learning ecosystems and the increasing collaboration between educational technology companies and traditional institutions are creating new opportunities for market players to innovate and diversify their offerings. These trends collectively underscore the dynamic evolution of the math enrichment market and its pivotal role in shaping the future of education.

From a regional perspective, North America currently leads the global math enrichment market, accounting for a significant share due to its advanced educational infrastructure, high digital adoption rates, and strong presence of leading market players. However, the Asia Pacific region is witnessing the fastest growth, driven by large student populations, rising disposable incomes, and government initiatives aimed at improving educational outcomes. Europe also holds a substantial market share, supported by robust investments in educational technology and increasing awareness about the benefits of math enrichment. The Middle East & Africa and Latin America are emerging as promising markets, fueled by ongoing educational reforms and the gradual adoption of digital learning solutions.

Math Enrichment Market by Product Type

The math enrichment market is segmented by product type into workbooks, online platforms, tutoring services, educational games, and others. Workbooks remain a staple in the market, offering structured practice and reinforcement of mathematical concepts. These resources are widely used in both classroom and home settings, provi

Graduation of college-level diploma students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

The statistic displays the barriers or sources of harm to the career success of women working in a science, technology, engineering, or mathematics (STEM) field worldwide, as of 2016. At that time, ** percent of respondents felt that gender discrimination had hindered their careers.

The global STEAM Education market is experiencing robust growth, driven by an increasing global emphasis on technology and innovation. This educational approach, integrating Science, Technology, Engineering, Arts, and Mathematics, is crucial for developing critical thinking and problem-solving skills for future workforces. Governments and educational institutions worldwide are significantly investing in STEAM programs, fueling market expansion. The integration of advanced technologies like AI and VR is making learning more interactive and effective. While North America currently leads the market, emerging economies in the Asia-Pacific and African regions are demonstrating rapid adoption, promising significant future growth and opportunities for market players.

Key strategic insights from our comprehensive analysis reveal:

The market is projected for strong, sustained growth, with a global CAGR of 10.24% from 2021 to 2033, indicating a consistent and rising demand for integrated learning solutions.
While North America holds the largest market share, emerging regions like Africa and South America are exhibiting high CAGRs, signaling untapped growth potential and a shifting market landscape.
Technology is a primary catalyst, with the integration of AI, gamification, and hands-on learning tools becoming a key trend. Success for manufacturers will hinge on creating accessible, engaging, and technologically advanced educational content and platforms.

Strategic Recommendations for Manufacturers Manufacturers should prioritize the development of scalable and cost-effective STEAM solutions to penetrate emerging markets in Africa and South America. Creating comprehensive teacher training programs and professional development resources is crucial to address the skills gap and ensure effective product implementation. Strategic partnerships with governmental bodies and educational institutions will be vital for aligning products with curriculum standards and securing large-scale adoption. Furthermore, focusing on the integration of cutting-edge technologies like AI-driven personalization and gamification will enhance user engagement and provide a competitive edge in a crowded marketplace. Market Dynamics of STEAM Education Market

Key Drivers of STEAM Education Market

Supportive policies and funding allocations from governments to increase sales

Supportive policies and funding allocations from governments play a crucial role in driving sales and adoption of STEAM education initiatives. As governments recognize the importance of equipping students with skills for the future workforce, they allocate resources to integrate STEAM into educational curricula. Financial incentives for schools and institutions to implement STEAM programs encourage widespread adoption and investment in necessary infrastructure, technology, and training for educators. Additionally, grants and subsidies provide opportunities for schools in underserved areas to access STEAM resources, promoting inclusivity and equity in education. Government policies mandating STEAM integration or offering tax incentives for businesses supporting STEAM initiatives further incentivize the private sector to invest in educational partnerships and programs. Overall, government support fosters a conducive environment for the growth of the STEAM education market by addressing financial barriers and promoting awareness of its importance in preparing future generations for success.

Rising awareness among parents about the importance of holistic education to drive the growth

Rising awareness among parents about the importance of holistic education is a significant driver fuelling the growth of the STEAM education market. Parents today seek educational approaches that go beyond traditional academic subjects, recognizing the value of nurturing creativity, critical thinking, and problem-solving skills in their children. They understand that STEAM education provides a comprehensive approach to learning, integrating science, technology, engineering, arts, and mathematics to prepare students for the complexities of the modern world. As parents become more informed about the benefits of STEAM education, they actively seek out schools and programs that offer such opportunities for their children. This increasing demand not only influences enrolment in STEAM-focused institutions but also drives investment in educational resources and extracurricular...

Abstract

High quality postgraduate training in science, technology, engineering and mathematics (STEM) related disciplines in sub-Saharan Africa (SSA) is important to strengthen research evidence to advance development and ensure countries achieve the Sustainable Development Goals (SDGs). Equally, participation of women in STEM careers is vital, to ensure that countries develop economies that work for all their citizens. However, women and girls remain underrepresented in STEM due to gender stereotyping, lack of visible role models, and unsupportive policies and work environments. Therefore, there is a need to consolidate information on participation and experiences of women in STEM related postgraduate training and careers in SSA to enhance their contribution to realizing the SDGs. The primary objective of this study is to examine the participation and experiences of women in postgraduate training, and their subsequent recruitment, retention and progression in STEM careers in East Africa. A secondary objective is to establish the gender gaps in training and career engagement in selected STEM related academic disciplines in East Africa. The descriptive study will employ a mixed methods approach, including a scoping review, qualitative interviews, and quantitative analysis of secondary data. We will synthesize results to inform the development of an effective gendered approach and framework to improve participation and experiences of women in STEM training and career engagements in SSA. We will conduct the study over a period of five years.

Geographic coverage

Regional coverage (East Africa Region)

Analysis unit

Individual Women in STEM

Universe

Qualitative data: Women in Science Technology Engineering and Mathematics (STEM) in postgraduate training and career Quantitative data: Postgraduate students, faculty, reseachers and supervisors (both men and women) in STEM in Inter-University Council for East Africa (IUCEA) member Universitiies

Sampling procedure

The study utilized a purposive sampling technique and targeted all universities that offered doctoral programs in applied sciences, technology, engineering, and mathematics. At the time, only 23 of the 74 universities in Kenya—equivalent to 30%—offered doctoral degrees in STEM. It was assumed that a similar or lower percentage would be found in the other five countries, namely Uganda, Tanzania, Rwanda, Burundi, and South Sudan.

Purposive sampling was used to recruit participants from purposively selected universities and national higher education commissions and agencies for the study. In universities, all students enrolled in doctoral programs in STEM were considered. Additionally, female and male students' lecturers, supervisors, mentors, and other faculty members and researchers in the identified institutions were also considered for participation in the study.

Purposive sampling of doctoral students, faculty, and early career researchers (post-doctoral fellows within the first six years since receiving their PhD) was conducted using the following inclusion criteria:

Inclusion criteria i. Worked in a STEM field/discipline ii. Enrolled in a doctoral program within a STEM field iii. Early career researchers in a STEM field in research organizations iv. Faculty in a STEM field at a university

Additionally, registrars, postgraduate training coordinators, heads of departments, and officials from national agencies and ministries related to postgraduate training and research were purposively selected from all the identified universities to provide input on existing policies, guidelines, and enrollment data. For each of the mentioned groups, 7-12 interviews were conducted, totaling 60 interviews.

Sampling deviation

Qualitative For the Key informant interviews one participant was interviewed from the engineers board despite the scope being Inter-University Council for East Africa (IUCEA) member Universities.

Quantitative The online survey was completed by some researchers not working/teaching in IUCEA member universities

Mode of data collection

Other [oth]

Research instrument

Quantitative data collection A. Online Survey This was carried out through an online survey questionnaire that was circulated via email and other digital platforms such as WhatsApp. The questionnaire had various parts: Part A - Participants characteristics This section mainly collected demographic details such as age, gender, nationality, residence, marital status, income, highest level of education completed, year of study, supervision and mentoship relationship, field of study in STEM (Science, Technology, Enginnering and Mathematics), mode of funding of postgraduate degree,

Part B - Status of Gender equality This section collected information on students enrollment and graduation in masters and PhD in STEM looking at gender distribution,

Part C - Factors that contribute to participation of women in STEM This section collected information on the factors or situations encountered while pursuing career in STEM in your specific discipline

Part D - Strategies for Optimizing Women's Engagement in STEM This section collected information on the strategies can maximize engagement of women in STEM training PhD level and subsequent careers

Part E - Effect of the COVID-19 pandemic on women's progression In this section collected information on COVID-19 pandemic affect on research progress or deadline for submission of thesis, COVID-19 pandemic affect on current research funding, COVID-19 pandemic caused researchers to work from home, working from affected progress in studies, any direct responsibilities caring for children, number of children being taken care of, change of domestic work responsibilities since the COVID-19 outbreak, change of domestic work responsibilities since the COVID-19 outbreak on studies, COVID-19 pandemic affect on access to these research tools which inlude: Computer or laptop, Reliable Internet, Assistive Technology, Laboratory equipment, University Library, Archives/special collections and Access to patients/research participants. It als collected information on: any benefits to COVID-19 pandemic for your work, some ways one thinks their supervisor or line manager could support or help one manage the impacts of COVID-19 on studies

The questionnaire was developed in English and was latertranslated into French to accommodate the French speaking countries i.e Burundi and Rwanda. The French questionnaire was backtlanslated to English to ensure the questions still maintained their original meaning. This work was done by an external consultant and the French questionnaires were reviewed by the research assistant from Burundi and tested among postgraduate students in Light University.

All questionnares and modules are provided as external resources.

Cleaning operations

Qualitative The data was collected through qualitative interviews (In-depth interviews) and focus group discussions. They were audio recorded and the recordings were transcribed on Ms Ofiice.The transcript were subjected to data quality checks and the clean transcripts were anonyzed for data protection.

QUANTITATIVE Secondary data The data was collected from the five countries in an Ms Excel designed data abstraction sheet. The data abstraction sheet helped the universities administrators and rergistrars to directly enter the data only in the required field and for the defined or specific variables. For the dataset that was in hardcopy format the data entry was also done using the data abstraction sheets. The data sets were subjected to data quality checks for data quality. We used a standard template to ensure data editing took place during data entry.

Online survey Data entry was in form of responding to the survey. Data editing was done while cleaning the data.

Response rate

Quantitaive The online survey link was circulated using contacts within universities and research institutions in East Africa via email and social media platforms such as WhatApp hence it is impossible to track those who received the survey and hence it is not possible t calculate the survey response rate.

Sampling error estimates

NA

Graduation of college-level certificate students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

Graduation of college-level certificate students, within the field of study grouping (Variant of the Classification of Instructional Programs (CIP) Canada 2021 Version 1.0 for Science, technology, engineering and mathematics (STEM) and Business, humanities, health, arts, social science and education (BHASE) groupings) and province or territory of first enrolment, by demographic characteristics. The STEM grouping includes fields of study in science, technology, engineering, and mathematics and computer sciences. The BHASE grouping includes fields of study in business, humanities, health, arts, social science, education, legal studies, trades, services, natural resources and conservation.

This dataset supports the manuscript “Implementing Secondary STEM Education in Five West African Countries: A Scoping Review of System Conditions, Equity, and Sustainable Implementation,” prepared for submission to Research in Science & Technological Education.The scoping review examines secondary science, technology, engineering, and mathematics (STEM) education implementation in Ghana, Nigeria, Sierra Leone, Liberia, and The Gambia, with particular attention to system conditions, equity, and sustainable implementation.The final evidence base comprises 59 unique studies represented by 61 included reports. Two companion reports are retained for transparency but are not double-counted in study-level analyses.The dataset contains the study-level evidence map used in the review, including study identification and publication information, country, research design, school level, participants, STEM classification, interventions or programs, digital technologies, access, infrastructure and resources, teacher capacity, curriculum and pedagogical integration, equity-related factors, environmental sustainability problem-solving, key outcomes, reported barriers and facilitators, and study-family relationships.The dataset also contains the implementation and sustainable-implementation recoding used in the revised synthesis. Variables include institutional and policy support, system-level, longitudinal evidence, implementation continuity, resource continuity, institutionalization, professional sustainability, implementation fidelity, and an overall sustainable-implementation classification.Sustainable implementation was coded conservatively as direct evidence, sustainability-relevant conditions, or no substantive sustainability evidence. Across the 59 unique studies, 1 study provided direct evidence of implementation continuity, 27 identified sustainability-relevant conditions, and 31 provided no substantive sustainability evidence.Additional materials include the coding codebook, study-family reconciliation information, and verification/audit fields used to support transparency and reproducibility.These materials are deposited to support verification, reproducibility, secondary analysis, and future research on secondary STEM education implementation, equity, teacher and institutional capacity, curriculum and pedagogy, and sustainable implementation in African educational contexts.

Neural engineering is an emerging and multidisciplinary field in which engineering approaches are applied to neuroscience problems. Women are underrepresented in engineering fields, and indeed in science, technology, engineering, and mathematics (STEM) fields generally. Underrepresentation of women is particularly notable at later academic career stages, suggesting that even though women are interested in the field, barriers exist that ultimately cause them to leave. Here, we investigate many of the obstacles to women’s success in the field of neural engineering and provide recommendations and materials to overcome them. We conducted a review of the literature from the past 15 years regarding the experiences of women in academic careers, as well as reports on the number of women in fields closely related to neural engineering from the National Science Foundation (NSF) and the American Society for Engineering Education (ASEE). Additionally, we interviewed six women in neural engineering who are involved in initiatives and outreach concerning the inclusion and experiences of women in engineering. Throughout the literature and interviews, we identified common themes spanning the role of identity and confidence, professional relationships, career-related hurdles, and personal and professional expectations. We explore each of these themes in detail and provide resources to support the growth of women as they climb within the field of neural engineering.

Graphing Calculator App Market Size and Growth Outlook

Our analysis shows that the global graphing calculator app market size reached USD 1.27 billion in 2024, reflecting the increasing adoption of digital tools in education, engineering, and scientific fields. The market is projected to grow at a robust CAGR of 9.8% from 2025 to 2033, driven by technological advancements and the proliferation of smart devices. By 2033, the market is forecasted to reach USD 2.98 billion. This sustained growth is propelled by the rising demand for accessible, cost-effective, and feature-rich mathematical tools across various user segments and geographies.

The primary growth factor in the graphing calculator app market is the rapid digitalization of educational institutions and the widespread integration of technology into curricula. Schools and universities are increasingly leveraging graphing calculator apps to enhance mathematics and science instruction, providing students with interactive and visual learning experiences. The affordability and convenience of these apps compared to traditional hardware calculators make them especially attractive for both institutions and individual learners. Furthermore, the shift to remote and hybrid learning models during and after the COVID-19 pandemic has accelerated the adoption of digital learning tools, further fueling market expansion.

Another significant driver is the evolution of mobile and web-based platforms, which has expanded the reach and functionality of graphing calculator apps. Developers are incorporating advanced features such as symbolic algebra, 3D graphing, and integration with cloud-based storage, making these apps indispensable for professionals in engineering and scientific research. The compatibility with multiple operating systems, including iOS, Android, Windows, and web browsers, ensures that users can access graphing capabilities on any device, anytime and anywhere. This cross-platform accessibility is a crucial factor in the sustained market demand among diverse end-users.

The increasing focus on STEM (Science, Technology, Engineering, and Mathematics) education globally is also catalyzing the growth of the graphing calculator app market. Governments and educational organizations are investing in digital resources to improve student outcomes and prepare future generations for technology-driven careers. As a result, there is a growing emphasis on tools that foster analytical thinking, problem-solving, and mathematical proficiency. Graphing calculator apps, with their interactive and user-friendly interfaces, are well-positioned to meet these educational objectives, further strengthening their adoption across various regions and academic levels.

Regionally, North America leads the global graphing calculator app market, owing to its advanced educational infrastructure and high penetration of digital devices. The United States, in particular, has seen widespread integration of graphing apps in K-12 and higher education. Europe follows closely, with countries such as the United Kingdom, Germany, and France prioritizing digital learning initiatives. The Asia Pacific region is expected to witness the fastest growth, driven by expanding internet access, increasing smartphone adoption, and government investments in digital education. Latin America and the Middle East & Africa are also emerging as promising markets, supported by ongoing educational reforms and a growing tech-savvy population.

In addition to graphing calculators, the rise of the Ballistic Calculator App is noteworthy, especially for professionals in fields such as ballistics and firearms. These apps provide precise calculations for bullet trajectory, wind adjustments, and other critical factors, making them invaluable tools for hunters, military personnel, and shooting enthusiasts. The integration of real-time environmental data and advanced algorithms allows users to make accurate predictions and improve their shooting accuracy. As the demand for specialized applications grows, ballistic calculator apps are becoming increasingly sophisticated, offering features like GPS integration and customizable ballistic profiles. This trend highlights the expanding role of niche apps in the broader landscape of digital tools, complementing the versatility of graphing calculator apps in educational and profess

Professional organizations in STEM (science, technology, engineering, and mathematics) can use demographic data to quantify recruitment and retention (R&R) of underrepresented groups within their memberships. However, variation in the types of demographic data collected can influence the targeting and perceived impacts of R&R efforts - e.g., giving false signals of R&R for some groups. We obtained demographic surveys from 73 U.S.-affiliated STEM organizations, collectively representing 712,000 members and conference-attendees. We found large differences in the demographic categories surveyed (e.g., disability status, sexual orientation) and the available response options. These discrepancies indicate a lack of consensus regarding the demographic groups that should be recognized and, for groups that are omitted from surveys, an inability of organizations to prioritize and evaluate R&R initiatives. Aligning inclusive demographic surveys across organizations will provide baseline data that can be used to target and evaluate R&R initiatives to better serve underrepresented groups throughout STEM.

Methods We surveyed 164 STEM organizations (73 responses, rate = 44.5%) between December 2020 and July 2021 with the goal of understanding what demographic data each organization collects from its constituents (i.e., members and conference-attendees) and how the data are used. Organizations were sourced from a list of professional societies affiliated with the American Association for the Advancement of Science, AAAS, (n = 156) or from social media (n = 8). The survey was sent to the elected leadership and management firms for each organization, and follow-up reminders were sent after one month. The responding organizations represented a wide range of fields: 31 life science organizations (157,000 constituents), 5 mathematics organizations (93,000 constituents), 16 physical science organizations (207,000 constituents), 7 technology organizations (124,000 constituents), and 14 multi-disciplinary organizations spanning multiple branches of STEM (131,000 constituents). A list of the responding organizations is available in the Supplementary Materials. Based on the AAAS-affiliated recruitment of the organizations and the similar distribution of constituencies across STEM fields, we conclude that the responding organizations are a representative cross-section of the most prominent STEM organizations in the U.S. Each organization was asked about the demographic information they collect from their constituents, the response rates to their surveys, and how the data were used.

Survey description

The following questions are written as presented to the participating organizations.

Question 1: What is the name of your STEM organization?

Question 2: Does your organization collect demographic data from your membership and/or meeting attendees?

Question 3: When was your organization’s most recent demographic survey (approximate year)?

Question 4: We would like to know the categories of demographic information collected by your organization. You may answer this question by either uploading a blank copy of your organization’s survey (linked provided in online version of this survey) OR by completing a short series of questions.

Question 5: On the most recent demographic survey or questionnaire, what categories of information were collected? (Please select all that apply)

Disability status Gender identity (e.g., male, female, non-binary) Marital/Family status Racial and ethnic group Religion Sex Sexual orientation Veteran status Other (please provide)

Question 6: For each of the categories selected in Question 5, what options were provided for survey participants to select?

Question 7: Did the most recent demographic survey provide a statement about data privacy and confidentiality? If yes, please provide the statement.

Question 8: Did the most recent demographic survey provide a statement about intended data use? If yes, please provide the statement.

Question 9: Who maintains the demographic data collected by your organization? (e.g., contracted third party, organization executives)

Question 10: How has your organization used members’ demographic data in the last five years? Examples: monitoring temporal changes in demographic diversity, publishing diversity data products, planning conferences, contributing to third-party researchers.

Question 11: What is the size of your organization (number of members or number of attendees at recent meetings)?

Question 12: What was the response rate (%) for your organization’s most recent demographic survey?

*Organizations were also able to upload a copy of their demographics survey instead of responding to Questions 5-8. If so, the uploaded survey was used (by the study authors) to evaluate Questions 5-8.

AI Math Solver App Market Size and Growth Outlook

Across all regions, the AI Math Solver App market size reached USD 2.24 billion in 2025, reflecting robust adoption across educational and professional segments. The market is projected to grow at a CAGR of 18.5% from 2026 to 2034, reaching an estimated USD 11.06 billion by 2034. This growth is primarily driven by the accelerating integration of artificial intelligence in education technology, the proliferation of smart devices, and the surging global demand for personalized and adaptive learning experiences. The convergence of generative AI, natural language processing, and computer vision is opening entirely new capability horizons for math solver applications, making them increasingly central to both formal education and professional workflows.

The surge in global demand for digital learning solutions is a defining growth factor for the AI Math Solver App market. Educational institutions and individual learners are embracing AI-powered tools that simplify complex mathematical problems, deliver step-by-step explanations, and enable self-paced study. The lasting normalization of remote and hybrid learning since the COVID-19 pandemic has embedded digital tools deeply into everyday academic life, and students across all levels now expect instant, interactive, and accessible educational resources. Affordable smart devices and widespread high-speed internet connectivity have further broadened the addressable market, particularly in emerging economies across Asia Pacific and Latin America. Advancements in large language models and image recognition have simultaneously elevated app accuracy and versatility, with leading platforms now capable of handling everything from basic arithmetic to multivariable calculus and differential equations. The growing ecosystem of AI-powered math tutoring solutions complements these solver apps, creating a richer and more integrated digital learning environment.

Personalized and adaptive learning represents another critical growth engine. AI math solver apps deploy machine learning algorithms to assess individual users' strengths and weaknesses, tailoring problem sets, hints, and explanations to each learner's profile. This individualized approach measurably improves learning outcomes, boosts engagement, and increases user retention. Gamification elements, real-time feedback mechanisms, and detailed progress dashboards further enhance the experience for students, teachers, and parents. The global emphasis on STEM (Science, Technology, Engineering, and Mathematics) education has also spurred significant public and private investment in innovative edtech solutions, with AI math solvers recognized as foundational tools for both in-classroom and remote settings. Complementary tools such as the scientific calculator app segment are growing in parallel, underscoring broad educator and student appetite for digital math utilities.

The professional and enterprise segments are contributing meaningfully to overall market expansion. Organizations in engineering, finance, data science, and research are adopting AI math solver apps to streamline complex computations, enhance productivity, and minimize human error. Advanced features including symbolic computation, graph plotting, equation parsing, and integration with productivity suites make these tools genuine business assets. The ability to handle sophisticated mathematical models efficiently is becoming a competitive differentiator for enterprises focused on operational excellence and data-driven decision-making. The broader AI server infrastructure supporting cloud-based deployment of these apps is also maturing rapidly, enabling faster processing and higher concurrency for institutional and enterprise deployments.

The rise of mobile-first learning has profoundly reshaped how mathema

Neural engineering is an emerging and multidisciplinary field in which engineering approaches are applied to neuroscience problems. Women are underrepresented in engineering fields, and indeed in science, technology, engineering, and mathematics (STEM) fields generally. Underrepresentation of women is particularly notable at later academic career stages, suggesting that even though women are interested in the field, barriers exist that ultimately cause them to leave. Here, we investigate many of the obstacles to women’s success in the field of neural engineering and provide recommendations and materials to overcome them. We conducted a review of the literature from the past 15 years regarding the experiences of women in academic careers, as well as reports on the number of women in fields closely related to neural engineering from the National Science Foundation (NSF) and the American Society for Engineering Education (ASEE). Additionally, we interviewed six women in neural engineering who are involved in initiatives and outreach concerning the inclusion and experiences of women in engineering. Throughout the literature and interviews, we identified common themes spanning the role of identity and confidence, professional relationships, career-related hurdles, and personal and professional expectations. We explore each of these themes in detail and provide resources to support the growth of women as they climb within the field of neural engineering.

The New Jersey Department of Community Affairs’ (NJDCA) Local Planning Services (LPS) Division was tasked with preparing a spatial dataset and map of science, technology, engineering and math (STEM) assets for the Greater Atlantic City, NJ Area, which includes Atlantic City and other municipalities within Atlantic County. The aim is to collect as much information throughout the Greater Atlantic City Area relevant to building a vibrant, strong STEM education and program community, which will be helpful to: Industry (to understand the workforce skills being developed); Educators (to align, support and enhance curriculums and find facilities for programs); Parents (to find resources and programs for their children); and the Community (to access programs for adults for up-skilling, re-skilling changing career paths).LPS worked with the South Jersey STEM Innovation & Partnership and the Atlantic City Initiatives Project Office, a unit within the NJDCA's Division of Local Government Services to prepare a STEM asset survey. The data collected from this survey and from additional research by LPS staff was used to populate the dataset. The dataset contains known assets to date and will be updated periodically as additional information is provided and/or compiled. In addition to the survey, sources for the data displayed on the map include the New Jersey Office of Information Technology, Office of GIS (NJOGIS), the National Center for Education Statistics, the Greater Atlantic City Chamber of Commerce, and the New Jersey Department of Education. Based on the data collected and compiled, LPS mapped over 105 STEM facilities ( e.g. aquariums, museums, science centers, institutions of higher education, etc.), in-school and out-of-school curriculums and programs, and/or industry partner/employer programs (e.g. internships, co-ops, scholarships, fellowships, career workshops) in the Greater Atlantic City region using GIS software.

Characteristics and median employment income of postsecondary graduates 10 years after graduation, by educational qualification (Classification of programs and credentials - professional degree variant) and field of study (Classification of Instructional Programs (CIP) Canada 2021 - STEM (science, technology, engineering and mathematics) and BHASE (business, humanities, health, arts, social science and education) groupings).

Number of people in STEM (science, technology, engineering, and math and computer science) and BHASE (non-STEM) fields of study who worked in STEM, STEM-related or non-STEM occupations.