Making mathematics and science integration happen: key aspects of practice

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the ‘other subject’ and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

[1]  Tom Roper,et al.  Science and Mathematics: A Relationship in Need of Counselling? , 2000 .

[2]  Brian E. Woolnough.  Teaching Introductory Physics , 1998 .

[3]  Marlene M. Hurley,et al.  Reviewing Integrated Science and Mathematics: The Search for Evidence and Definitions From New Perspectives , 2001 .

[4]  Helen Meyer,et al.  Mathematics and Science Integration: Models and Characterizations , 2009 .

[5]  Léonie J. Rennie,et al.  Decision Making and Sources of Knowledge: How Students Tackle Integrated Tasks in Science, Technology and Mathematics , 2004 .

[6]  E. Guba,et al.  Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth) , 1985 .

[7]  Norman G. Lederman,et al.  Handbook of Research on Science Education , 2023 .

[8]  April Lynn Luehmann,et al.  Identity development as a lens to science teacher preparation , 2007 .

[9]  B. Ireland.  National Council for Curriculum and Assessment , 2005 .

[10]  Pamela Jordan.  Basics of qualitative research: Grounded theory procedures and techniques , 1994 .

[11]  H. Jacobs.  Interdisciplinary curriculum : design and implementation , 1989 .

[12]  George E. Glasson,et al.  Connecting Science and Mathematics Instruction: Pedagogical Context Knowledge for Teachers , 2005 .

[13]  S. Hennessy,et al.  Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change , 2005 .

[14]  유창조.  Naturalistic Inquiry , 2022, The SAGE Encyclopedia of Research Design.

[15]  J. Mason.  Learning and Doing Mathematics , 1996 .

[16]  Deidre Le Fevre,et al.  Barriers to implementing pedagogical change: The role of teachers' perceptions of risk , 2014 .

[17]  A. Hargreaves,et al.  Learning To Change: Teaching beyond Subjects and Standards. , 2001 .

[18]  David D. Kumar,et al.  The Mathematics and Science Integration Argument: A Stand for Teacher Education. , 2007 .

[19]  Matthew J. Koehler,et al.  Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge , 2006, Teachers College Record: The Voice of Scholarship in Education.

[20]  Sherry L. Meier,et al.  Potential Benefits and Barriers to Integration , 1998 .

[21]  Matthew J. Koehler,et al.  Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types , 2009 .

[22]  G. Granville.  Curriculum in context: partnership, power and praxis in Ireland , 2011 .

[23]  E. Brink,et al.  Constructing grounded theory : A practical guide through qualitative analysis , 2006 .

[24]  JeongSuk Pang,et al.  A Review of the Integration of Science and Mathematics: Implications for Further Research , 2000 .

[25]  Beth Basista,et al.  Integrated Science and Mathematics Professional Development Programs , 2002 .

[26]  Joey Offer,et al.  Mix It Up: Teachers' Beliefs on Mixing Mathematics and Science , 2009 .

[27]  Donna F. Berlin,et al.  A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education. , 2012 .

[28]  D. Clandinin,et al.  Teachers' Professional Knowledge Landscapes , 1995 .

[29]  Jean J. McGehee.  Developing Interdisciplinary Units: A Strategy Based on Problem Solving. , 2001 .

[30]  Judith A. Morrison,et al.  Connecting Science and Mathematics: Using Inquiry Investigations to Learn about Data Collection, Analysis, and Display. , 2009 .

[31]  Charlene M. Czerniak,et al.  A Literature Review of Science and Mathematics Integration , 1999 .

[32]  Carla C. Johnson,et al.  What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships , 2012 .

[33]  Lillian C. McDermott,et al.  A conceptual approach to teaching kinematics , 1987 .

[34]  John Hattie,et al.  Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement , 2008 .

[35]  Khalid Bingimlas.  Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature , 2009 .

[36]  David M. Davison,et al.  What Does Integration of Science and Mathematics Really Mean , 1995 .

[37]  Margaret L. Niess.  Preparing Teachers to Teach Science and Mathematics with Technology , 2001 .

[38]  Léonie J. Rennie,et al.  Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward. Teaching and Learning in Science Series. , 2012 .

[39]  L. Rennie,et al.  The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based science projects. , 2008 .

[40]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[41]  Russell K. Schutt,et al.  Research Methods in Education , 2011 .

[42]  Carla C. Johnson,et al.  Interdisciplinary Science Teaching , 2014, Encyclopedia of Education and Information Technologies.

[43]  Piet Lijnse,et al.  Teacher Development: A Model From Science Education , 1996 .

[44]  Jennifer Wilhelm,et al.  Pre-service mathematics teachers become full participants in inquiry investigations , 2006 .

[45]  John W. McBride,et al.  Integrating Elementary/Middle School Science and Mathematics , 1991 .

[46]  Máire Ní Ríordáin,et al.  Who teaches mathematics at second level in Ireland? , 2011 .

[47]  J. Lave.  Cognition in Practice: Outdoors: a social anthropology of cognition in practice , 1988 .

[48]  Gordon F. Vars.  Can Curriculum Integration Survive in an Era of High-Stakes Testing? , 2001 .

[49]  Gregory A. Strizek,et al.  Teaching and Learning International Survey (TALIS) 2013: U.S. Technical Report. NCES 2015-010. , 2014 .