Authentic Integration: A model for integrating mathematics and science in the classroom

Páraic Treacy, John O'Donoghue

Research output: Contribution to journalArticle

Abstract

Attempts at integrating mathematics and science have been made previously but no definitive, widely adopted teaching model has been developed to date. Research suggests that hands-on, practical, student-centred tasks should form a central element when designing an effective model for the integration of mathematics and science. Aided by this research, the author created a new model entitled 'Authentic Integration' which caters for the specific needs of integration of mathematics and science. This model requires that each lesson be based around a rich task which relates to the real world and ensures that hands-on group work, inquiry, and discussion are central to the lesson. It was found that Authentic Integration, when applied in four Irish post-primary schools, positively affected pupil understanding. The teachers who completed the intervention displayed a very positive attitude towards the approach, intimating that they would continue to implement the practice in their classrooms.

Original languageEnglish
Pages (from-to)703-718
Number of pages16
JournalInternational Journal of Mathematical Education in Science and Technology
Volume45
Issue number5
DOIs
Publication statusPublished - 19 Dec 2013

Fingerprint

mathematics
classroom
science
Central Element
group work
Model
primary school
pupil
Teaching
Continue
Students
teacher
student

Keywords

  • applications
  • integration of mathematics and science
  • rich tasks

Cite this

@article{5df5ade28d8e4d2285037a2e187b397a,
title = "Authentic Integration: A model for integrating mathematics and science in the classroom",
abstract = "Attempts at integrating mathematics and science have been made previously but no definitive, widely adopted teaching model has been developed to date. Research suggests that hands-on, practical, student-centred tasks should form a central element when designing an effective model for the integration of mathematics and science. Aided by this research, the author created a new model entitled 'Authentic Integration' which caters for the specific needs of integration of mathematics and science. This model requires that each lesson be based around a rich task which relates to the real world and ensures that hands-on group work, inquiry, and discussion are central to the lesson. It was found that Authentic Integration, when applied in four Irish post-primary schools, positively affected pupil understanding. The teachers who completed the intervention displayed a very positive attitude towards the approach, intimating that they would continue to implement the practice in their classrooms.",
keywords = "applications, integration of mathematics and science, rich tasks",
author = "P{\'a}raic Treacy and John O'Donoghue",
year = "2013",
month = "12",
day = "19",
doi = "10.1080/0020739X.2013.868543",
language = "English",
volume = "45",
pages = "703--718",
journal = "International Journal of Mathematical Education in Science and Technology",
issn = "0020-739X",
number = "5",

}

Authentic Integration : A model for integrating mathematics and science in the classroom. / Treacy, Páraic; O'Donoghue, John.

In: International Journal of Mathematical Education in Science and Technology, Vol. 45, No. 5, 19.12.2013, p. 703-718.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Authentic Integration

T2 - A model for integrating mathematics and science in the classroom

AU - Treacy, Páraic

AU - O'Donoghue, John

PY - 2013/12/19

Y1 - 2013/12/19

N2 - Attempts at integrating mathematics and science have been made previously but no definitive, widely adopted teaching model has been developed to date. Research suggests that hands-on, practical, student-centred tasks should form a central element when designing an effective model for the integration of mathematics and science. Aided by this research, the author created a new model entitled 'Authentic Integration' which caters for the specific needs of integration of mathematics and science. This model requires that each lesson be based around a rich task which relates to the real world and ensures that hands-on group work, inquiry, and discussion are central to the lesson. It was found that Authentic Integration, when applied in four Irish post-primary schools, positively affected pupil understanding. The teachers who completed the intervention displayed a very positive attitude towards the approach, intimating that they would continue to implement the practice in their classrooms.

AB - Attempts at integrating mathematics and science have been made previously but no definitive, widely adopted teaching model has been developed to date. Research suggests that hands-on, practical, student-centred tasks should form a central element when designing an effective model for the integration of mathematics and science. Aided by this research, the author created a new model entitled 'Authentic Integration' which caters for the specific needs of integration of mathematics and science. This model requires that each lesson be based around a rich task which relates to the real world and ensures that hands-on group work, inquiry, and discussion are central to the lesson. It was found that Authentic Integration, when applied in four Irish post-primary schools, positively affected pupil understanding. The teachers who completed the intervention displayed a very positive attitude towards the approach, intimating that they would continue to implement the practice in their classrooms.

KW - applications

KW - integration of mathematics and science

KW - rich tasks

UR - http://www.scopus.com/inward/record.url?scp=84901335788&partnerID=8YFLogxK

U2 - 10.1080/0020739X.2013.868543

DO - 10.1080/0020739X.2013.868543

M3 - Article

AN - SCOPUS:84901335788

VL - 45

SP - 703

EP - 718

JO - International Journal of Mathematical Education in Science and Technology

JF - International Journal of Mathematical Education in Science and Technology

SN - 0020-739X

IS - 5

ER -