Mathematics and Science Curriculum Integration: An Exploratory Study of Use and Skill Transfer

• In Event: Examining the Instruction and Learning Relationship: The Role of Teacher Knowledge, Curriculum, and Context

Abstract

Efforts to encourage integration between and among disciplines in high schools have been met with limited success. Research that explores science and mathematics integration in secondary classrooms is sparse (Frykholm & Glasson, 2005). This study builds on the Bio-Math Connection (BMC) project’s modules and teacher trainings. It explores how 28 mathematics and biology teachers incorporate interdisciplinary practices and content outside their use of the BMC modules, and expands our understanding of the knowledge, beliefs, attitudes, and contexts needed to integrate mathematics and science curricula. Findings indicate distinct and consistent differences in how biology and mathematics teachers define integration. Some themes parallel findings from earlier studies, and others offer further insight into how to encourage teachers to employ interdisciplinary instruction.

Authors

• Andrea Weinberg, Colorado State University

• Laura B. Sample McMeeking, Colorado State University