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Potential Benefits and Barriers to Integration
Author(s) -
Meier Sherry L.,
Nicol Marsha,
Cobbs Georgia
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.tb17436.x
Subject(s) - assertion , curriculum , work (physics) , point (geometry) , mathematics education , rhetoric , engineering ethics , integrated curriculum , pedagogy , sociology , political science , psychology , computer science , engineering , mathematics , mechanical engineering , linguistics , philosophy , geometry , programming language
The rhetoric surrounding integration of mathematics and science abounds. Professional organizations’ standards and recommendations for reform in mathematics and science education each point out the need to make connections among various disciplines. However, some remain unconvinced, citing a lack of research supporting the assertion that integration improves student achievement. This article examines the current situation, discusses the growing body of related research, and examines the implementation issues related to integrated curriculum projects. The conclusion calls for mathematics and science educators to work collaboratively to address implementation issues surrounding reform of any kind and to explore further the possibilities of integration.