Integrating Science and Mathematics Education: Historical Analysis

School Science and Mathematics, Jan 2005 by Berlin, Donna F, Lee, Hyonyong

A number of national science and mathematics education professional associations, and recently technology education associations, are united in their support for the integration of science and mathematics teaching and learning. The purpose of this historical analysis is two-fold: (a) to survey the nature and number of documents related to integrated science and mathematics education published from 1901 through 2001 and (b) to compare the nature and number of integrated science and mathematics documents published from 1990 through 2001 to the previous 89 years (19011989). Based upon this historical analysis, three conclusions have emerged. First, national and state standards in science and mathematics education have resulted in greater attention to integrated science and mathematics education, particularly in the area of teacher education, as evidenced by the proliferation of documents on this topic published from 1901-2001. Second, the historical comparison between the time periods of 1901-1989 versus 1990-2001 reveals a gradelevel shift in integrated instructional documents. Middle school science continues to be highlighted in integrated instructional documents, but surprisingly, a greater emphasis upon secondary mathematics and science education is apparent in the integration literature published from 19902001. Third, although several theoretical integration models have been posited in the literature published from 1990-2001, more empirical research grounded in these theoretical models is clearly needed in the 21st century.

During the past century, one distinctive effort to improve science and mathematics education is an approach that recognizes the commonalities between science and mathematics and seeks to appropriately and effectively integrate these two disciplines in teaching and learning (Berlin & White, 1998; Lee, 2000; Pang & Good, 2000). In 1991, the first comprehensive bibliography of integrated science and mathematics teaching and learning literature was published by Berlin. Spanning a time period of approximately 90 years from 1901 until the first half of 1991, 555 documents were categorized into five sections: curriculum, instruction, research, curriculum-instruction, and curriculum-evaluation. Publication deadlines led to the inclusion of literature from only the first half of 1991.

Recently, the second volume of the bibliography of integrated science and mathematics teaching and learning literature was published (Berlin & Lee, 2003). Using the same five categories, 402 documents were identified for a period of approximately 10 years, the second half of 1991 through 2001. These two unparalleled volumes of integrated science and mathematics teaching and learning literature provide the data for this historical analysis. The purpose of this historical analysis is two-fold: (a) to survey the nature and number of documents related to integrated science and mathematics education published from 1901 through 2001 and (b) to compare the nature and number of integrated science and mathematics documents published from 1990 through 2001 to the previous 89 years (19011989).

A number of national science and mathematics education professional associations (and, recently, technology education associations) are united in their support for the integration of science and mathematics teaching and learning. The national education reform documents published by the following associations recommend the integration of science and mathematics education: American Association for the Advancement of Science (1989, 1993, 1998); International Technology Education Association ( 1996,2000); National Council of Teachers of Mathematics (NCTM, 1989, 1991, 1995, 2000); National Research Council (1989,1990,1996); National Science Teachers Association (1992,1997).

The following excerpts from national educational reform documents attest to the significance and timeliness of this compilation and analysis of the literature related to integrated science and mathematics teaching and learning. These documents address the interrelated nature of science and mathematics, along with implications for curricula and instructional practice.

Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993), while recognizing the uniqueness of each discipline, suggests a symbiotic relationship between science, mathematics, and technology.

It is the union of science, mathematics, and technology that forms the scientific endeavor and that makes it so successful. Although each of these human enterprises has a character and history of its own, each is dependent on and reinforces the others, (p. 3)

A similar position is reflected in the Connections Standard promoted by the mathematics education community. Opportunities for students to recognize and apply mathematics in contexts outside of mathematics are central to this process standard.

School mathematics experiences at all levels should include opportunities to learn about mathematics by working on problems arising in contexts outside of mathematics. These connections can be to other subject areas and disciplines as well as to students' daily lives. (NCTM, 2000, p. 65)