Mathematics Usage in Secondary Science Courses and Textbooks

Computational Thinking and STEM in Agriculture Vocational Training: A Case Study in a Greek Vocational Education Institution

“…Also, the proposition that posits mathematics is abstract but science is concrete is not supported in educational practice. This is in contrast to one view, which argues that mathematics and science are epistemologically too different to be integrated [42], but [40] believes that both subjects are related to life and are dependent on each other to construct new knowledge [40,[43][44][45][46]. Many countries, including global economic powers such as the United States (USA) and the European Union (EU) are transforming their educational systems to be competitive in the age of innovation by using STEM education [47].…”

The emergence of quantification in the pressure–volume relationship for gases: A textbook analysis

“…The textbook was selected for studying the pedagogical picture of the pressure-volume law because of its continued pride of place in the teaching of secondary school curricula (Pratt, 1985;Doran & Sheard, 1974). While a number of textbook studies (Pratt, 1985;Doran & Sheard, 1974) deal with the analysis of phenomena across a broad spectrum of content, this present study deals with the analysis of quantification in just one content area, gas science. Such an emphasis in a narrow content area is considered vital to our understanding of the learning process in science.…”

Ssmiles

“…Two examples of precollege, integrative projects are Precollege Science Teaching through Its Astronomical Roots: A Project to Use Astronomy to Teach Precollege Science and Mathematics and Sci-Math (see White, 1986). Pratt (1985) in a study of mathematics usage in secondary school science courses and textbooks concluded that "... the type and quantity of mathematics used in secondary School Science and Mathematics Volume 90 (3) March 1990 SSMILES school science courses has not been given much attention. The literature documents the need for more problem solving and integrated approaches to the teaching of science and mathematics" (p. 406).…”