Making mathematics and science integration happen: key aspects of practice

• Máire Ní Ríordáin ^[1] ; Jennifer Johnston ^[3] ; Gráinne Walshe ^[2]
  1. [1] National University of Ireland

     National University of Ireland

     Irlanda

     
  2. [2] University of Limerick

     University of Limerick

     Irlanda

     
  3. [3] University of Lincoln

     University of Lincoln

     Lincoln District, Reino Unido

     

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• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 47, Nº. 2, 2016, págs. 233-255
• Idioma: inglés
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• Resumen

  • 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.