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ERIC Number: EJ847272
Record Type: Journal
Publication Date: 2009-Mar
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6803
Mathematics and Science Integration: Models and Characterizations
Stinson, Kevin; Harkness, Shelly Sheats; Meyer, Helen; Stallworth, James
School Science and Mathematics, v109 n3 p153-161 Mar 2009
The squeeze on instructional time and other factors increasingly leads educators to consider mathematics and science integration in an effort to be more efficient and effective. Unfortunately, the need for common understandings for what it means to integrate these disciplines, as well as the need for improving disciplinary knowledge, appears to continue to be significant obstacles to an integrated approach to instruction. In this study we report the results of a survey containing six instructional scenarios administered to thirty-three middle grades science and math teachers. Analysis of teacher responses revealed that while teachers applied similar criteria in their reasoning, they did not possess common characterizations for integration. Furthermore, analysis suggested that content knowledge serves as a barrier to recognizing integrated examples. Implications for professional development planners include the need to develop and provide teachers with constructs and parameters for what constitutes mathematics and science integration. Continued emphasis on improving teacher content knowledge in both mathematics and science is also a prerequisite to enabling teachers to integrate content.
School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A