Virtual multidisciplinary learning communities can become an important resource helping school teachers and students to foster a culture of communication, problem solving, and technology integration. Not only does the community concept virtually enlarge the mathematical learning space, it also opens several innovative ways to connect mathematics to other subjects, namely science and language arts. This article reflects on theoretical foundations of the new interactive virtual science and mathematics learning community, CASMI, as well as the first results of its implementation. The process of designing, enacting, and analyzing virtual problem solving communities, their technological, pedagogical and social aspects as a common ground for integrating mathematical, science and reading literacy into classroom practice and pre-service teacher training in an innovative and efficient way will be discussed.

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This case study looks at how experiential learning is implemented in a newly constructed school which has adopted an educational approach based on the principles of this pedagogical model. Since its inception, this Canadian K-8 school has chosen to implement experiential learning on both a structural and operational level. Semi-strucured interviews with administrators, teachers, students and parents were conducted and subsequently coded to reveal emerging thematic categories from each of these perspectives on learning in a teaching environment specifically designed around experiential learning. Themes from each perspective are categorized and serve as a basis for commentary on initial theory-based research propositions.

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