A conceptual framework for integrating mathematics and science in the secondary classroom

Abstract

This article presents a theoretical model for integrating mathematics and science in the secondary classroom. This model, Authentic Integration of Mathematics and Science (AIMS), promotes engagement with rich tasks which combine topics from mathematics and science to enable enhanced learning through structured inquiry, dialogue, and application of knowledge and skills from both subjects to relatable tasks. It is argued that this model will provide opportunities for students to retrieve previously learned material and explore key concepts from both disciplines in tandem, thereby strengthening retention and understanding. Application of this model should also support the enhancement of students' problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines in a sustainable manner. Attempts to integrate mathematics and science in the classroom are widely recommended but often encounter barriers such as deficiencies in teacher knowledge of their non-specialist subject, the inflexible nature of school timetables, and a dearth of instructional materials, amongst other issues. Lesson study is proposed as an effective means for operationalising the AIMS model and providing a framework which accounts for these barriers and allows for consistent implementation in tandem with single-subject instruction.

Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school: an iSTEM approach

“…In this research, the subject area of specialty appears to have influenced the teacher's integration model. Deficiencies in teacher knowledge of the "other" subject is one of the threats to integration of science and mathematics (Stinson et al, 2009;Czerniak and Johnson, 2014;Ríordáin et al, 2016;Treacy, 2021). The level and complexity of content knowledge and pedagogical content knowledge of both subjects held by a teacher influences what is done in classrooms, consequently determining what students learn (Frykholm and Glasson, 2005).…”

“…LS is a process whereby educators engage in cycles of collaborative planning, teaching, observation, and reflection upon student learning within lessons (Lewis, 2016). This study opted for LS format in order to mitigate the impact of deficiencies in pedagogical content knowledge of the other subject that the participant teachers may face during the lessons (see for example Honey et al, 2014;Ríordáin et al, 2016;Treacy, 2021) whilst at the same time allowing for the conservation of own discipline's unique characteristics, depth, and rigor (see for example Corlu et al, 2014). The format positioned teachers at the center of the integration process, improving their self-efficacy and giving them a sense of ownership of the integration process.…”

“…The authors therefore posited that collaboration could enhance teachers' confidence, belief and reduce teacher isolation by facilitating mutual support and learning, thereby helping to address any shortcomings in pedagogical content knowledge related to the other subject that the participating teachers might encounter during lessons. This approach also aimed to preserve the distinctive characteristics, depth, and rigor of mathematics and science during integration (see for example Corlu et al, 2014;Treacy, 2021).…”

“…Kelley and Knowles (2016, p. 3) consider iSTEM education to be a situation when content from at least two or more STEM domains, bound by STEM practices within an authentic context is taught in an integrated way to enhance student learning. Recently, the integration of mathematics and science has gained momentum, though literature mostly covers the conceptual underpinnings OPEN ACCESS EDITED BY (see for example, Davison et al, 1995;Berlin and White, 1999;Kiray, 2012;Dorier and Maass, 2020;Treacy, 2021), showing that mathematics and science are well suited for integration. The domains share a similar field of application and approach toward problemsolving.…”

“…Emphasis has been drawn on the similarity between the processes of inquiry in science learning and the processes of mathematical modeling (MM) in mathematics learning (see for example, Leung, 2018). However, there is little empirical evidence to drive the development of a practical model for classroom implementation (Ríordáin et al, 2016;Srikoom et al, 2018;Treacy, 2021), a situation that is exacerbated by the complexities of schoolbased research and standard based examination curriculums (Berlin and White, 2012). This study aims to explore how science and mathematics can be integrated when a science and a mathematics teacher collaborate to teach the concept of density at the junior secondary level in Zimbabwe.…”