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Many pre-service and in-service elementary teachers indicate that they have limited content knowledge, pedagogical knowledge, and experience regarding the integrated teaching of mathematics and science. Such limitation puts them in an uncertain and vulnerable situation in terms of planning and instruction. This qualitative, descriptive, and interpretative study examines the experiences of 28 pre-service and in-service teachers as they plan and teach during a six-week summer course on integration of mathematics and science instruction for 4th and 5th grades. The research question is: how may a six-week summer course focusing on planning and teaching mathematics and science using an integrated approach enhance teachers’ knowledge, experience, and confidence in teaching? Data include participating teachers’ reflections on assigned readings, meeting discussions, collaborative planning and teaching, their final papers, and the instructor’s field notes. The findings suggest that the exchange of ideas and information along with the instructor’s ongoing support provides the teachers with opportunities to become more knowledgeable and confident in integrating mathematics and science. The study also suggests that ongoing professional development and school district administrative support are essential components for sustaining teachers’ professional development related to teaching mathematics and science from an integrated perspective.

Preparing Pre-service and In-service Teachers to Teach Mathematics and Science Using an Integrated Approach: The Role of a Six-Week Summer Course