id: 05668568
dt: j
an: 2010b.00605
au: Mireles, Selena Vasquez
ti: Correlating mathematics and science.
so: Math. Teach. Middle Sch. 15, No. 2, 100-107 (2009).
py: 2009
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: M13 E43
ut: integrated curriculum; holistic approach; science instruction; teaching
methods; interdisciplinary approach; mathematical concepts; language
arts; middle schools; secondary school mathematics; conceptual
understanding
ci:
li:
ab: Summary: The change from students learning all subjects together in a
one-room schoolhouse to learning in classes separated by subject and
grade resulted in distinct disciplines such as social studies,
mathematics, science, and English. What was lost was the unified,
holistic curriculum that a one-room setting required. Since students
move from pre-kindergarten to twelfth grade, disciplines such as
mathematics have become more compartmentalized as learners progress
into the areas of algebra, geometry, and precalculus, for example.
Outside of a school setting, however, the lines between the disciplines
of math and science tend to blur. The purpose of this article is to
provide middle school mathematics teachers with a rationale and method
for correlating math and science, disciplines that are natural
partners, by understanding the components of both that have a
reciprocal relationship. (Contains 7 figures.) (ERIC)
rv: