Design and Implementation of a Framework for Defining Integrated Mathematics and Science Education

Abstract

Integrated mathematics and science teaching and learning is a widely advocated yet largely unexplored phenomenon. This study involves an examination of middle school integrated mathematics and science education from two perspectives—theory and practice. The theoretical component of this research addresses the ill‐defined nature of the phrase integrated mathematics and science education. A conceptual framework in the form of a Mathematics/Science Continuum is presented to lend clarity and precision to this phrase. The theoretical framework is then used to guide analysis of tasks students are engaged in during instructional practice in middle school classrooms, where the goal of instruction is full integration of mathematics and science. Barriers to integrating mathematics and science in the school curriculum are also presented.

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