Integratedmathematics and science teaching and learning is a widely advocatedyet largely unexplored phenomenon. This study involves an examination of middle school integrated mathematics and science education from two perspectives theory and practice. The theoretical component of this research addresses the ill-defined nature of the phrase integrated mathematics and science education. A conceptual framework in the form of a Mathematics/Science Continuum is presented to lend clarity andprecision to this phrase. The theoretical framework is then used to guide analysis of tasks students are engaged in during instructionalpractice inmiddle school classrooms, where the goal of instruction is full integration of mathematics and science. Barriers to integrating mathematics and science in the school curriculum are also presented. tion (Cooperative Agreement No. DUE 9255745).

To test the vision of Standards–based mathematics education, we conducted a comparative study of the effects of the Core-Plus Mathematics Project (CPMP) curriculum and more conventional curricula on growth of student understanding, skill, and problem-solving ability in algebra. Results indicate that the CPMP curriculum is more effective than conventional curricula in developing student ability to solve algebraic problems when those problems are presented in realistic contexts and when students are allowed to use graphing calculators. Conventional curricula are more effective than the CPMP curriculum in developing student skills in manipulation of symbolic expressions in algebra when those expressions are presented free of application context and when students are not allowed to use graphing calculators.

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A one‐dimensional photochemical model has been used to calculate future changes in tropospheric O3 and OH due to CO/NOx/CH4 emissions and to possible changes in stratospheric O3 and tropospheric H2O. Perturbations are simulated for various chemically coherent regions (e.g., urban and continental mid‐latitudes, and marine and continental low latitudes) from 1985 to 2035. Estimates of global changes in O3 and OH are made by averaging over these regions. Two types of scenarios are simulated. “Global” scenarios assume that increases of CH4 and CO continue at current rates in all regions. A second set of scenarios, based on an analysis Of CH4, CO, and NO budgets in each region, assumes that emissions will be controlled in some regions and not in others. Both global and region‐specific scenarios predict a global tropospheric O3 increase of ∼10–15% from 1985 to 2035 with OH decreasing 10–15%. In the regionally varying scenarios, O3 will increase in some regions and decrease in others; for examples in regions of rapid CH4 and CO increase, growth in boundary layer O3 may be as high as 40%. Calculations that assume stratospheric O3 depletion and climate warming from 1985 to 2035 show near cancellation of the tropospheric O3 enhancement and OH loss. All scenarios of CH4/CO/NO changes considered in this study imply a 1–1.5% increase in total ozone from 1985 to 2035, assuming that tropospheric O3 is 10% of the total O3 column. This may complicate detection of stratospheric O3 change by monitoring of total O3.

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