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Searching for the Center on the Mathematics‐Science Continuum
Author(s) -
Roebuck Kay I.,
Warden Melissa A.
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.tb17428.x
Subject(s) - mathematics education , science education , point (geometry) , center (category theory) , mathematics , process (computing) , calculus (dental) , computer science , geometry , chemistry , medicine , dentistry , crystallography , operating system
The history of mathematics and science integration in American schools can be illustrated through the use of a continuum which runs from math for math's sake at one end to science for science's sake at the other. True integration occurs at the center point. While published examples of integration focusing on process skills are common, those featuring integration of content are less often found. Two such lessons, developed around radioactive decay and efficiency in nature, are presented as examples of science and mathematics concepts taught in concert. Changes in preservice and in‐service teacher training must occur if the potential for this type of integration is to be realized.