Giving Meaning to the Numbersby: Jeff Marshall, Joyce Austin-Wade, and Bob Horton

Journal ArticleDigital resources are stored online in your NSTA Library.

When learning, students yearn for meaning, challenge, and relevance. Integrated learning fulfills these desires by limiting the compartmentalization of learning—providing a more coherent learning environment. Too often, mathematics and the physical sciences are taught as separate entities. Yet, many commonalities exist, especially between chemistry and Algebra II and between physics and pre-calculus (including trigonometry). This article presents three specific examples of an integrated curriculum approach that illustrates the connections between science, math, and physics through inquiry-based instruction. As a result, students’ learning experiences will become more meaningful and valued.

Grades
  • High
Publication Date
2/1/2007

Community ActivitySaved in 108 Libraries

Reviews (1)
  • on Wed Sep 12, 2012 2:43 PM

This is a fantastic article that outlines an inter-curricular program. By combining Algebra II and pre-calculus classes with physical science, the teacher describes how he developed a course where he taught math and science together. What I really like about this concept is that it makes math relevant to science so students see the relationship between these two subjects. Not only do students learn the concepts, they also learn have the concepts in different subjects are relevant to each other.

Maureen Stover  (Fayetteville, NC)
Maureen Stover (Fayetteville, NC)


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