The Integration of Science and Mathematics Education: Exploring the Literature

Berlin, Donna F.

doi:10.1111/j.1949-8594.1989.tb11892.x

Cited by 22 publications

(19 citation statements)

References 34 publications

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“…Carefully selected science activities can provide students with concrete examples of abstract mathematical ideas (Berlin, 1989(Berlin, , 1990 Rappaport, 1970). For example, balance beam activities can provide a framework foraddition, multiplication, and ratio and proportion experiences.…”

Section: Rationalementioning

confidence: 99%

Integrating Elementary/Middle School Science and Mathematics

McBride¹,

Silverman

1991

School Sci & Mathematics

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Section: Rationalementioning

confidence: 99%

Integrating Elementary/Middle School Science and Mathematics

McBride¹,

Silverman

1991

School Sci & Mathematics

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“…Reviews examining interdisciplinary studies published after the core curriculum era have either reviewed interdisciplinary studies in general (e.g., Mason, 1996; St. Claire & Hough, 1992) or integrated science and mathematics specifically (Berlin, 1989, 1990, 1991; Czerniak, Weber, Sandmann, & Ahern, 1999; Pang & Good, 2000). Not considered a review article, yet possessing the combined wisdom of the current situation, the collection of plenary papers from the 1991 National Science Foundation/School Science and Mathematics Association Wingspread Conference (Berlin & White, 1992) must be considered a foundational publication for the modern position of integrated science and mathematics in the United States.…”

mentioning

confidence: 99%

Reviewing Integrated Science and Mathematics: The Search for Evidence and Definitions From New Perspectives

Hurley

2001

School Sci & Mathematics

137

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Based upon current research needs indicated from recent literature reviews, this integrative review concentrates on two of the perceived major impediments to integrating science and mathematics: The lack of evidence to support integration and the lack of a definition for integration. Using mixed methodology, this review found quantitative evidence favoring integration from a meta‐analysis of 31 studies of student achievement, qualitative evidence revealing the existence of multiple forms of integration, and historical evidence of publishing patterns from across the 20th century. The forms of integration were identified and defined; differential effects were identified both between forms and between science and mathematics when the forms were analyzed by effect size. Additional research implications and suggestions for future research were also identified.

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“…However many other articles address important Downloaded by [York University Libraries] at 03:12 05 January 2015 integration issues, for example Berlin (1990), Davison, Miller and Metheny (1995), Lonning and DeFranco (1997), Lonning, DeFranco and Weinland (1998), Venville, et al (1998), Meier, Cobbs and Nicol (1998), and Pang and Good (2000. There are also literature reviews, such as Berlin (1989) and Czerniak et al (1999). There is no doubt that science-maths issues are very alive in this journal, but the continuing debate also makes it clear that contributors feel there is still much to do, and that perhaps little has changed.…”

Section: The Secondary Science Education Literaturementioning

confidence: 97%