Making mathematics and science integration happen: key aspects of practice

Grainne Walshe

Research output: Contribution to journalArticlepeer-review

Abstract

The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the ‘other subject’ and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education.

Original languageEnglish (Ireland)
Pages (from-to)233-255
Number of pages23
JournalInternational Journal of Mathematical Education in Science and Technology
Volume47
Issue number2
DOIs
Publication statusPublished - 17 Feb 2016

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