INTEGRATING MATHEMATICS AND SCIENCE WITH ICT: A PROBLEM-CENTERING STRATEGY IN A GREEK SECONDARY SCHOOL

Year 2014, Volume: 1 , 62 - 67, 01.09.2014

Kleopatra Nıkolopoulou Dimitrios Dıamantıdıs

Abstract

This paper
discusses a problem-centering strategy in integrating mathematics and science
with ICT in a secondary school, in Greece. Integration involves establishing ties between scientific and
mathematical sub-fields. The problem-centering strategy involves enlisting the
knowledge in two or more disciplines to address particular tangible and
real-world problems. In this pilot study, the problem-centering
strategy was applied to two classrooms of a secondary
school in Athens. Its advantage was that it brought together the
disciplines of mathematics and science with ICT use (as a tool). Pupils, aged 13-14 years old, carried out learning activities integrating mathematics and physics in a computer
environment using the “Geogebra” software. The
learning activities focused on resolving tangible problems. This approach
seemed to have improved pupils’ motivation to learn mathematics.

Keywords

Mathematics, science, ICT, problem-centering strategy, interdisciplinary approach

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