Development and Implementation of an Integrated Mathematics/Science Preservice Elementary Methods Course

The use of a project‐based science (PBS) approach to teaching encourages students to integrate mathematics and science in meaningful ways as they create projects. As a beginning study of how students use mathematics in such an approach, an analysis of 23 projects developed by preservice elementary teachers enrolled in an elementary science course was conducted. Findings showed that students made a number of different types of mathematical errors and underutilized data representation and summary forms. Implications included the importance of developing methods for supporting the use of mathematical tools in utilizing a project‐based approach and considering ways that such tools mediate scientific thinking.

Section: Connecting Science and Mathematicsmentioning

confidence: 99%

Preservice Elementary Teachers' Use of Mathematics in a Project‐Based Science Approach

Lewis

Alacaci

O’Brien

et al. 2002

“…Some studies explore teacher education programs designed to foster integrated teaching at elementary and secondary school levels (e.g., Haigh & Rehfeld, 1995; Lonning & DeFranco, 1994; Stuessy, 1995). Such studies address the subject matter content to be taught, ways of assessment, and students' attitudes toward integration.…”

Section: Exploring Teacher Education Programs For Integrationmentioning

confidence: 99%

“…However, the absence of a clear focus on Volume 100(2), February 2000 students' conceptual understanding in the existing rationales may be another obstacle. Lonning and DeFranco (1997) claimed that "integration can be justified only when students' understanding of the mathematics and science concepts is enhanced" (p. 215). Missing is the empirically grounded, strong support for integration as a way to improve students' mathematical and scientific understanding.…”

Section: Developing the Rationales For Integrationmentioning

confidence: 99%

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

Jeongsuk¹,

Good²

2000

112

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.

“…The rationale for integrating mathematics and science is related to issues involved in enhancing the meaningfulness of both subjects through the context in which the material is presented as well as classroom time constraints (Lonning & DeFranco, 1994). In creating integrated curricula, attention must be paid to not only “what” is being integrated but also to “what extent” each subject is being integrated.…”

Section: The Continuum Model Of Integrationmentioning

confidence: 99%

Integration of Science and Mathematics: A Theoretical Model

Lonning

DeFranco

1997

Self Cite

Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers, who have been given primary responsibility for developing these materials, are often working with little guidance. At present there exists no clear definition of the meaning of integration of mathematics and science. A continuum model of integration is proposed as a useful tool for curriculum developers as they create new integrated mathematics and science curricula or adapt commercially prepared materials. On the continuum, activities range from mathematics or science involving no integration to those activities including balanced mathematics and science concepts. Several examples are given to illustrate the utility of the continuum model for analyzing integrated curricula. The continuum model is intended to be used by curriculum developers to clarify the relationship between the mathematics and science activities and concepts and to guide the modification of lessons.