GoodWork Paper 21: Three Strategies for Interdisciplinary Math and Science Teaching: A Case of the Illinois Mathematics and Science Academy (PDF)
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Author(s): Svetlana Nikitina, Veronica Boix Mansilla
Editor(s): Jeff Solomon, Series Editor
Media: PDF
Description: This paper explores three strategies that can be used to overcome the relative disciplinary isolation of science and mathematics in the traditional high school curriculum: essentializing, contextualizing, and problem-centering. Essentializing raises scientific and mathematical facts to a level of fundamental concepts and helps establish internal connections within science and mathematics. Contextualizing efforts create external ties between the scientific and mathematical theories and their historical and cultural roots. Problem-centered integration (another strategy for external integration) mobilizes different disciplinary tools toward the solution of a pressing problem. The particular merits and constraints of each strategy are discussed, and claims are substantiated with examples from programs and courses at the Illinois Mathematics and Science Academy (IMSA). Understanding the strengths and weaknesses of each strategy can help educators choose the optimal way to present their interdisciplinary material or to design hybrid approaches that build upon the strengths of several strategies.
Author(s): Svetlana Nikitina, Veronica Boix Mansilla
Editor(s): Jeff Solomon, Series Editor
Media: PDF
Description: This paper explores three strategies that can be used to overcome the relative disciplinary isolation of science and mathematics in the traditional high school curriculum: essentializing, contextualizing, and problem-centering. Essentializing raises scientific and mathematical facts to a level of fundamental concepts and helps establish internal connections within science and mathematics. Contextualizing efforts create external ties between the scientific and mathematical theories and their historical and cultural roots. Problem-centered integration (another strategy for external integration) mobilizes different disciplinary tools toward the solution of a pressing problem. The particular merits and constraints of each strategy are discussed, and claims are substantiated with examples from programs and courses at the Illinois Mathematics and Science Academy (IMSA). Understanding the strengths and weaknesses of each strategy can help educators choose the optimal way to present their interdisciplinary material or to design hybrid approaches that build upon the strengths of several strategies.
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