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ERIC Number: EJ996854
Record Type: Journal
Publication Date: 2012-Sep
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0887-2376
Identifying Mathematics Content and Integrating It into Science Instruction
Schwols, Amitra; Miller, Kirsten Brush
Science Scope, v36 n1 p48-52 Sep 2012
Science teachers know that the mathematics concepts taught in the Common Core are critical for students' understanding of science. But what can a teacher do when his/her students lack the necessary mathematics skills to master science content? There may be other reasons besides students not paying attention in their math courses. Maybe the required math has been taught once and then forgotten. Maybe it is brand new, so students are not ready to apply it yet. Or maybe the necessary mathematical concepts have not been taught at all. When teaching one's subject area is dependent, at least in part, on student understanding of concepts taught in other classes, it becomes even more important to identify and bridge gaps in understanding as they arise. This provides a key opportunity for collaboration across content areas. Math teachers can be called in to explain to the science teacher where the gaps in student knowledge are likely to be--not only in general, but for specific students, based on their performance in class and standardized test scores. This article discusses what teachers need to do when their students lack the necessary math skills to master science content. (Contains 1 figure.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A