Chemistry

• Now add 1.0g of the reactant• Observe the changes

Mathematics knowledge and skills are fundamental to learning science. Students will need knowledge and skills in areas such as: graphing, ratio and

proportion, converting from one unit to another, scientific notation, an understanding of place in number (significant figures), estimation and

calculation

Angela McLaughlin & Laura Guilfoyle

We’ll start with a quote

• “The connections between mathematics and science exist at almost any level or topic that you could choose. Asking if mathematics is necessary to teach the sciences or vice versa is like asking if scissors are necessary for a haircut” (Frykholm & Glasson 2005, p.132)

What do the VELS say?

• The knowledge and skills students engage with in the various dimensions of Mathematics support students in their studies of all aspects of Science

• The Mathematics domain supports students in developing number handling skills (VCAA 2009).

Maths in science

From VELS level 5, Science domain, learning focus statements (VCAA, 2010)

• Students develop skills in measuring mass, volume and density

• They learn to use appropriate units of measurement• They learn to present data in appropriate

spreadsheet and graphical form• They begin to write balanced chemical equations

using symbols

The emerging national curriculum

Practical work and problem solving across all the sciences require the capacity to:

• Organise and represent data in a range of forms• Plot, interpret and extrapolate graphs • Estimate and solve ratio problems• Use formulas flexibly in a range of situations• Perform unit conversions • Use and interpret rates including concentrations,

sampling, scientific notation, and significant figures (National Curriculum Board, 2009)

How are maths and science similar? (Pang & Good, 2000)

• Mathematics and science are similar attempts to discover patterns and relationships

• Mathematics and science share similar scientific processes such as inquiry and problem solving

• Mathematics and science should be connected to real-life situations so that students learn and appreciate how different subjects are used together to solve an authentic problem

• Mathematics and science fundamentally require quantitative reasoning (p.75)

Why should we integrate these subjects? (James, Lamb, Householder & Bailey, 2000)• Enables students to develop situated

knowledge and a broader understanding of concepts

• Can improve understanding in both content areas

• Can increase problem solving capabilities• Can enhance creative thinking skills• Can improve attitudes towards both science

and mathematics (p.28)

Why should we integrate these subjects? (Bossé, Lee, Swinson & Faulconer, 2010)

• Integration can help students form deeper understandings

• Students can see the ‘big picture’• Students can recognise the relevance to life• Can help students learn to think critically and helps

develop a core of knowledge necessary for life • Mathematics and science are complementary and

together form a more powerful problem-solving tool (p.262)

Consider

• Teaching maths entirely as a part of science• Teaching maths as a language and tool for

science• Teaching science entirely as a part of maths• When teaching multiple subject fields, is it

more effective to have a single teacher or multiple teachers?

Recommendations for integration

• Collect and use data in problem-based integrated activities that invoke process skills (such as observing, comparing, predicting)

• Collaborative relationships among teachers who share similar integration ideals

• Take advantage of patterns (Furner & Kumar, 2007)

Essential for interdisciplinary instruction

• The lesson or unit should be constructed in a manner that encourages students to integrate and use the new knowledge and skills from several areas of competence

• Use instructional strategies that bridge the gap between students’ classroom experiences and real life outside the classroom

Issues/Problems with integration

• Teachers who don’t have good knowledge of both subjects can only facilitate superficial connections (Pang & Good, 2000, p.77)

• Students can fail to make connections, and teachers can fail to design classroom activities to facilitate deep learning (James, Lamb, Householder & Bailey, 2000, p.27)

How do we overcome these problems?

• Explicit teaching of connections between the subjects

• Use a real-life situation as a basis of the lesson (e.g. Ice sheets and sea level rise from NASA’s Practical Uses of Maths and Science (PUMAS))

• Collaborate with peers whose content knowledge may be better than yours

Up and Moving…

• Let’s integrate and classify!(Column and Pictographs;Classification and Botany)

Why integrate… long term?

• Fosters development of skills, knowledge and behaviour which can be transferred to:

Identity Formation + Vocational Profile

…both of which are being formed during the middle years of schooling.

Australian National Curriculum

• Students should be “successful learners, confident and creative individuals, and active and informed citizens".

• We aim as teachers to "equip all young Australians with the essential skills, knowledge and capabilities to thrive and compete in a globalised world and information rich workplaces of the current century."

Here and Overseas…

• Media coverage has shown a trend towards growth in achievement in maths and science stalls in the later years of school around the Western world. Is moving towards a more integrated approach likely to have a positive effect on this trend?

Evidence in the Literature

• Ma and Ma (2004) showed a correlation between growth in achievement in maths and growth in achievement in science.

• Simpkins, Davis-Kean and Eccles (2006) showed the necessity of maths and science in forming positive self-identity and identifying potential vocational pathways.

Ratios + Chemistry = Hospitality

Conversion + Psychology = Economics

Calculation and Estimation + Biology/Anatomy = Fashion Industry

References• Bossé, M.J., Lee, T.D., Swinson, M. & Faulconer, J. (2010). The NCTM process standards and the five

Es of science: connecting math and science. School Science and Mathematics, 110(5) 262-276• Frykholm & Glasson (2005). Connecting Science and Mathematics Instruction: Pedagogical Context

Knowledge for Teachers. School Science and Mathematics, 105(3) 127-141• Furner, J.M. & Kumar, D.D. (2007). The Mathematics and Science Integration Argument: A Stand for

Teacher Education. Eurasia Journal of Mathematics, Science and Technology, 3(3) 185-189• James, R.K., Lamb, C.E., Bailey, M.A. & Householder, D.L. (2000). Integrating Science, Mathematics,

and Technology in Middle School Technology-Rich Environments: A Study of Implementation and Change. School Science and Mathematics, 100(1) 27-35

• National Curriculum Board (2009). Shape of the Australian Curriculum: Mathematics. Retrieved July 19th, 2011, from http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Maths.pdf

• Pang, J. & Good, R. (2000). A review of the integration of science and mathematics: implications for further research. School Science and Mathematics, 100(2) 73-82

• VCAA (2009). Science – relationships with other domains. Retrieved September 4th, 2011, from http://vels.vcaa.vic.edu.au/science/relationships.html#show_hide14

• VCAA (2010). Science – Standards level 5. Retrieved September 9th, 2011, from http://vels.vcaa.vic.edu.au/vels/science.html