Potential Benefits and Barriers to Integration, by: Sherry Meier, et. al. 1998.

Curriculum and Evaluation Standards for School Mathematics identifies that every level of K-12 Standards contains the 4 common process standards.

Problem Solving

Communications

Reasoning

Connections

Association for the Advancement of Science, 1989

"need for students to be scienctifically and mathematically literate"

The National Science Education Standards, 1995

"Scientific literacy includes the interdependency of science with other subjects such as mathematics and technology."

McBride and Silverman, 1991

Cite close interrelatedness between math and science

Deeper understanding could be achieved through math by quantifying and explaining scientific relationships.

Southwell, 1994

Showing relevance of math allos students to see numerous applications outside classroom.

Several problems identified include trivializing content, resulting in deficient skills, teacher knowledge, school structure, and assessment

Content Barrier

theme chosen by teacher is usually not math.

Math involved is not challenging but narrow

Only what fits into integrated unit is studied

Would leave wide gaps in math concepts.

Teacher Knowledge Barrier

Teachers unprepared in content knowldedge

Unknown which group is best prepared

State certification systems cause difficulty to be certified under different subject areas.

Teachers have math anxiety

Most programs designed to be taught by team teaching

Lack of commited administration/ teacher

Teacher Belief Barrier

Teachers unwilling to change

Time contraints / weak backgrounds

Unaware or unfamiliar with integration methods

Prior beliefs and concerns about integration

School Structure Barrier

Lack of planning time

Student schedule issues

Labs poorly equipped to handle "lab oriented science"

issues with "tracked" students

Acquisition of materials

Purchasing systems inflexible

Teachers not accustomed to obtaining materials

Adoption cycle issues for curriculum programs

Assessment and Curriculum Barriers

Tests made to measure one content not multiple

Assessments should match curricula methods and goals

Programs need to be developed that assess both content areas simultaneously

Key to acceptance of any curriculum comes from accepting all materials supporting this reform.

Curriculum materials being produced already by National Science Foundation, Systemic Initiatives in Montana Mathematics and Science, IMaST, Maths in Context, and Sixth Through Eight Mathematics

Staff development for teachers required in order to be successful

Do I want students’ pedagogical content knowledge to be interdisciplinary?

Does the teacher education program need to develop inservice programs for the many teachers already teaching who have never experienced (much less taught) integrated curricula?

Do we place our student teachers with cooperating teachers who teach an integrated curriculum, and, if so, how do we find enough of these teachers and schools?

Do teacher education faculty members work in cross-disciplinary teams as a model for their students?

Are we modeling an integrated curriculum for these students by coordinating their teaching efforts across departments?

Does our teacher education program prepare prospective teachers to teach in an integrated setting?

Do I want preservice teachers to understand how to teach mathematics, science, and language arts as separate subjects in their own right

Little change is carried out, since there is little research on the benefits of integration.

Shann's research showed increase appreaciation for science when integrated with math/science program.

Teaching Integrated Mathematics and Science (TIMS) finds that "a consistent dose of hands-on activities can make a real difference in student performance"

Berlin and Hillen (1994) report positive cognitive outcomes
related to participation in the Activities Integrating Mathematics and Science (AIMS) program

CeMaST developed an Integrated Mathematics, Science, and Technology. Students score higher on open-ended,student-constructed response

Ask that schools asses what major outcomes are desired, not just what is easy to measure.

Educators need to collaborate to achieve common goals (Education Reform)

Share best practices

Address preservice knowledge barriers

Give the long term support when addressing change

Develop teachers' better understanding for integration programs

Develop awarenes of community for education reform to achieve educational change

Tools to success!

Quality materials & methods

Adequate/Ongoing Staff development to implemet curricula

Develop assessmens that measure student competency for mastery.

Strongly believe that YES integration can be done!