ERIC Number: EJ1030757
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: N/A
Authentic Integration: A Model for Integrating Mathematics and Science in the Classroom
Treacy, Páraic; O'Donoghue, John
International Journal of Mathematical Education in Science and Technology, v45 n5 p703-718 2014
Attempts at integrating mathematics and science have been made previously but no definitive, widely adopted teaching model has been developed to date. Research suggests that hands-on, practical, student-centred tasks should form a central element when designing an effective model for the integration of mathematics and science. Aided by this research, the author created a new model entitled "Authentic Integration" which caters for the specific needs of integration of mathematics and science. This model requires that each lesson be based around a rich task which relates to the real world and ensures that hands-on group work, inquiry, and discussion are central to the lesson. It was found that Authentic Integration, when applied in four Irish post-primary schools, positively affected pupil understanding. The teachers who completed the intervention displayed a very positive attitude towards the approach, intimating that they would continue to implement the practice in their classrooms.
Descriptors: Classroom Techniques, Models, Integrated Curriculum, Mathematics Curriculum, Science Curriculum, Teaching Models, Hands on Science, Student Centered Curriculum, Lesson Plans, Learning Activities, Questionnaires, Focus Groups, Student Evaluation, Program Effectiveness, Inquiry, Thinking Skills, Problem Based Learning, Visual Learning, Intervention, Semi Structured Interviews, Secondary School Curriculum, Secondary School Mathematics, Secondary School Science, Foreign Countries
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland
Grant or Contract Numbers: N/A