Integrating mathematics and science in secondary classrooms

Abstract

This theoretical paper discusses the value of integrating mathematics and science in the secondary classroom, understanding gained from previous studies in this field, and the means by which lessons of this nature can be effectively designed. Attempts to integrate mathematics and science in the classroom often encounter barriers such as the rigid nature of the school timetable, deficiencies in teacher knowledge of their non-specialist subject, and lack of instructional materials, amongst other issues. A model for integrating mathematics and science in the secondary classroom is presented here which aims to account for these barriers. It is argued that this model will also provide opportunities for students to retrieve previously learned material and explore key concepts from both disciplines in tandem, thereby strengthening retention and understanding. Application of this model should also allow for the development of students’ problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines.