A Review of the Integration of Science and Mathematics: Implications for Further Research

Abstract

Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary.

Creativity of gifted students in an integrated math-science instruction

“…Therefore, this study aimed to design instruction with an emphasis on developing and producing a change in students' creative problem-solving process through technology and science-focused integrated instruction (Pang & Good, 2000;Sanders 2009), which is a component of STEAM for mathematically gifted elementary students. Instructional design was based on the Design-based Science Learning Cycle, the main principle of engineering that Fortus, Krajcik, Dershimer, Marx, and Mamlok-Naaman (2005) proposed, including a process in which students decipher the problem to generate productivity (1-Identify and define context), a problem-solving process in which students design products after the study of background knowledge for problem-solving and group discussion (2-Background research), and a problem application process in which students produce products (3-Develop personal and group ideas).…”

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

“…The literature associated with teacher preparation and integrated science and mathematics education is laden with obstacles or barriers including philosophical and epistemological differences; teacher content, pedagogical content, and pedagogical context knowledge; teacher perceptions and beliefs; school and administrative structures; assessment practices; and appropriate instructional resources (Frykholm & Glasson, 2005;Lehman, 1994;Lehman & McDonald, 1988;Meier, Cobbs & Nicol, 1998;Pang & Good, 2000;Wicklein & Schell, 1995). In the face of this challenge, however, is a consistent vision of the need to integrate science and mathematics and prepare teachers to make these connections.…”

Constats et défis à relever en matière d’intégration et d’interdisciplinarité : résultats partiels d’une recension d’écrits

“…Ces pistes identifiées au début des années 2000 par Pang et Good (2000) nous paraissent encore d'actualité (Hasni et Samson, 2010;Samson, 2010Samson, , 2011 et constituent des défis, d'autant que peu de recherches ont donné des résultats probants jusqu'à présent. De plus, à la lumière des écrits, dont celui d 'Hasni (2006), la question des critères de mise en oeuvre de l'intégration et de l'interdisciplinarité se pose à l'instant où s'achève l'implantation de nouveaux curriculums un peu partout dans de nombreux systèmes éducatifs eu occident, en particulier au Québec.…”