What do teachers consider when they plan and implement science and mathematics integration?

Date

2022-01-01

Author

Tekerek, Betül
Haser, Çiğdem
Işıksal Bostan, Mine

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

131
views

0
downloads

The purposes of this study were to explore how a science teacher and a mathematics teacher collaborated for science and mathematics integration with the support of a researcher, to describe the process of planning and implementing integration and to understand the main issues considered by teachers during the process. Observational case study was employed for the study. One mathematics teacher and one science teacher working at the same school volunteered to collaborate for integration. Three science-based and two mathematics-based integrated plans were prepared by the team and implemented by the teachers. The analysis of the planning and implementation process of integrated plans showed that (i) determining objectives, (ii) checking for students’ prerequisite knowledge and (iii) integration for different purposes were important for teachers. There is a need to explore teachers’ collaboration for integration in different contexts and the effects of such collaboration on students’ learning.

Subject Keywords

Science and mathematics integration, teachers' collaboration, middle school mathematics, middle school science, planning and implementation, MIDDLE SCHOOL, ATTITUDES, IMPACT, STEM, middle school mathematics, middle school science, planning and implementation, Science and mathematics integration, teachers’ collaboration

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85142447162&origin=inward
https://hdl.handle.net/11511/101558

Journal

International Journal of Mathematical Education in Science and Technology

DOI

https://doi.org/10.1080/0020739x.2022.2143446

Collections

Department of Elementary Education, Article

Suggestions

OpenMETU
Core

A phenomenological study on mathematics teachers having experience with innovative learning activities: views, enablers,and barriers Erbasan, Elçin; Çakıroğlu, Erdinç; Department of Mathematics Education (2021-2-10) The purpose of the study was to investigate middle school mathematics teachers’ views and experiences regarding innovative mathematics learning activities. This study also aimed to determine enablers and barriers in the process of the activities and teachers’ suggestions that may lead the educational stakeholders to increase the qualityofmathematicsinstruction and accordingly, student learning. Phenomenological research was conducted with thirteen middle school mathematics teachers ...
Middle School Mathematics Teachers' Views and Experiences Regarding Technology Integration Duran, Anıl Ayseli; Çakıroğlu, Erdinç; Department of Mathematics Education (2022-6-27) The purpose of the study was to investigate the views and experiences of middle school mathematics teachers regarding technology integration. How they use technology, their perceived benefits of it, difficulties that they face, their ways of overcoming the difficulties, and teachers’ suggestions that would be helpful for all teachers were determined based on their experiences. Qualitative research was conducted with nine middle school mathematics teachers using the snowball sampling method. The participants...
Exploring secondary mathematics teachers’ conceptions of mathematical literacy Genç, Murat; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2017) The purpose of this research study was to investigate secondary mathematics teachers’ conceptions of mathematical literacy. In doing so, the following three crucial interrelated issues were addressed: (i) teachers’ conceptions of what the notion of mathematical literacy means, (ii) teachers’ conceptions of how the development of mathematical literacy could be facilitated, and (iii) teachers’ conceptions of what a mathematics curriculum emphasizing mathematical literacy should look like. The data gathered fo...
A Longitudinal Study on Mathematics Teaching Efficacy: Which Factors (Un)Support the Development? Işıksal Bostan, Mine (2016-08-01) The aim of this longitudinal study was to examine prospective teachers' mathematics teaching efficacy belief during their enrollment in teacher education program and at the end of their first year of teaching. In addition, the factors that enhance or inhibit participants' efficacy belief and how these factors affect their mathematics teaching efficacy when they become inservice teacher were investigated. Mixed research design was used in which data were collected through longitudinal survey and electronic i...
Investigating middle school mathematics teachers' views on innovative learning activities Erbasan, Elçin; Çakıroğlu, Erdinç (2022-02-02) This paper describes a phenomenological study exploring middle school mathematics teachers’ views, enablers, and barriers regarding innovative mathematics learning activities by investigating their experiences. The study also aims to determine their suggestions that may lead educational stakeholders to increase the quality of instruction and student learning. Data collected from the interviews and qualitatively analyzed reveal that the enablers mainly were related to receiving support and positive feedback ...

Citation Formats

B. Tekerek, Ç. Haser, and M. Işıksal Bostan, “What do teachers consider when they plan and implement science and mathematics integration?,” International Journal of Mathematical Education in Science and Technology, pp. 0–0, 2022, Accessed: 00, 2023. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85142447162&origin=inward.