KNOWLEDGES FOR EFFECTIVE INTEGRATION OF MATHEMATICS AND SCIENCE

Year 2014, Volume: 1 , 226 - 231, 01.09.2014

Páraic Treacy John O’donoghue

Abstract

The level and complexity of knowledge held by a
teacher affects what is done in classrooms and, as a consequence, also
influences what students learn (Fennema and Franke 1992). Integrating
mathematics and science requires the teacher in question to have a certain
level of both content knowledge and pedagogical knowledge to educate students
in both disciplines successfully (Frykholm and Glasson 2005).  Consequently, the knowledges required to
effectively instruct students in an integrated setting is a vital element of
the successful implementation of such lessons. 
Research indicates that a teacher’s content knowledge in the subjects he/she
teaches is of utmost importance, this translates to an integrative setting –
content knowledge and pedagogical content knowledge within both mathematics and
science must be of a high standard to implement these lessons
successfully.  This can be achieved
through provision of the relevant resources, a working support structure, and
teacher training.

Keywords

Integration, mathematics, science, knowledges, pedagogy

References

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