Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education

Authors

DOI:

https://doi.org/10.30722/IJISME.30.04.005

Abstract

Integrating mathematics and science can enrich student learning by providing relevant, meaningful, and engaging learning experiences that promote positive attitudes towards both subjects. However, despite reported benefits in relation to student learning, various barriers to integration have also been identified, including limited teacher content and pedagogical content knowledge, and the need for professional learning support with planning and implementing integrated lessons. In this article, we report on one phase of a project in which mathematics and science education researchers and primary teachers collaborated to design two sequences of integrated mathematics and science lessons. We focus on the processes considered critical for success, including how knowledge was co-constructed by the design team to develop the integrated lesson sequences. Findings are communicated as a set of guidelines to support teachers and educators interested in replicating the process to integrate mathematics and science content.

Author Biographies

  • James Anthony Russo, Monash University

    Lecturer in Mathematics Education

  • Jennifer Mansfield, Monash University
    Lecturer in Science Education
  • Anita Green, Monash University
    Mathematics Teacher and PhD candidate
  • David Jones, Sandringham Primary School

    Science teacher

  • Colleen Vale, Monash University
    Professor of Mathematics Education
  • Amanda Berry, Monash University

    Professor in STEM Education

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Published

07-09-2022

Issue

Section

Curriculum development and innovation