
05668568
j
2010b.00605
Mireles, Selena Vasquez
Correlating mathematics and science.
Math. Teach. Middle Sch. 15, No. 2, 100107 (2009).
2009
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
M13
E43
integrated curriculum
holistic approach
science instruction
teaching methods
interdisciplinary approach
mathematical concepts
language arts
middle schools
secondary school mathematics
conceptual understanding
Summary: The change from students learning all subjects together in a oneroom 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 oneroom setting required. Since students move from prekindergarten 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)