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Rhetoric, Reality, and Possibilities: Interdisciplinary Teaching and Secondary Mathematics
Author(s) -
Woodbury Sonia
Publication year - 1998
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1998.tb17425.x
Subject(s) - curriculum , mathematics education , reform mathematics , connected mathematics , situated , curriculum theory , integrated mathematics , core curriculum , frame (networking) , math wars , work (physics) , curriculum mapping , pedagogy , integrated curriculum , rhetoric , mathematics curriculum , everyday mathematics , curriculum development , sociology , teaching method , mathematics , computer science , engineering , mechanical engineering , telecommunications , linguistics , philosophy , artificial intelligence , technology integration
The National Council of Teachers of Mathematics has proposed a broad core mathematics curriculum for all high school students. One emphasis in that core is on “mathematical connections” both among mathematical topics and between mathematics and other disciplines of study. It is suggested that mathematics should become a more integrated part of all students' high school education. In this article, working definitions for the terms curriculum, interdisciplinary , and integrated and a model of three categories of curriculum design based on the work of Harold Alberty are developed. This article then examines how a “connected” mathematics core curriculum might be situated within the different categories of curriculum organization. Examples from research on interdisciplinary education in high schools are presented. Issues arising from this study suggest the need for a greater emphasis on building and using models of curriculum integration both to frame and to give impetus to the work being done by teachers and administrators.