id: 02318692
dt: j
an: 1997e.03456
au: Lonning, Robert A.; DeFranco, Thomas C.
ti: Integration of science and mathematics: a theoretical model.
so: Sch. Sci. Math. 97, No. 4, 212-215 (1997).
py: 1997
pu: Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics
Association (SSMA), Stillwater, OK
la: EN
cc: M10 D30
ut:
ci:
li: doi:10.1111/j.1949-8594.1997.tb17369.x
ab: Summary: Interest in interdisciplinary, integrated curriculum development
continues to increase. However, teachers, who have been given primary
responsibility for developing these materials, are often working with
little guidance. At present there exists no clear definition of the
meaning of integration of mathematics and science. A continuum model of
integration is proposed as a useful tool for curriculum developers as
they create new integrated mathematics and science curricula or adapt
commercially prepared materials. On the continuum, activities range
from mathematics or science involving no integration to those
activities including balanced mathematics and science concepts. Several
examples are given to illustrate the utility of the continuum model for
analyzing integrated curricula. The continuum model is intended to be
used by curriculum developers to clarify the relationship between the
mathematics and science activities and concepts and to guide the
modification of lessons.
rv: