Secondary schools are attempting to make mathematics more meaningful and relevant for their students by making connections with other STEM areas, commonly through interdisciplinary projects. A challenge for teachers is planning to authentically connect secondary mathematics outcomes in these projects, whilst maintaining academic rigor. Previous research has indicated that whilst well-intentioned projects may enhance enjoyment and enthusiasm in learning mathematics, there are concerns that mathematics can be watered down to simple calculations that review simple skills from prior knowledge learnt in primary school.
Here are 5 tips to help you overcome these challenges:
- Start with the mathematics scope and sequence
The school I am working with planned their connected learning projects by starting with the core structure of their mathematics program- and for good reason. Mathematics is a sequential subject, so ensuring students build skills and knowledge throughout the year is important. Whilst minor changes may prove useful, there are some obvious topics that would need to be covered before others, such as Equations before Pythagoras’ Theorem. This way, content from other STEM areas can be aligned to the mathematics outcomes rather than mathematics being tacked on the side.
- Mathematics teachers as STEM leaders
A qualified mathematics teacher should be involved in all discussions around connecting content with other STEM disciplines. This is critical to ensure mathematics outcomes are covered and that other teachers are aware of what mathematics can offer the other disciplines. The Australian Council for Educational Research (Timms et al., 2018) found that in secondary schools it is rare for mathematics teachers to be leading STEM initiatives- a concern for the mathematics education community.
- Mathematics need to be taught by qualified (or training to be) mathematics teachers
This seems obvious- right? Though schools sometimes have the assumption that everyone can teach Year 7 mathematics- everyone has been to school, everyone has learnt Year 7 mathematics so how difficult can it be!? Whilst it is difficult enough for un-qualified mathematics teachers to teach mathematics, requiring them to make deep and meaningful connections with other content areas is an extremely challenging task. To maintain rigor and to ask the right leading questions, teachers in connected learning projects need to have a strong understanding of the mathematics outcomes. Potentially, team-teaching opportunities can enable other teachers to gain insight into how mathematics teachers approach particular concepts.
- Outsider observations
As part of my research I have been fortunate to observe teachers conducting these connected learning projects. An advantage of this is that I can provide feedback to teachers after watching multiple classes and share ideas from other classrooms. Having a mathematics teacher observe the connected learning projects is important to gain their perspective on how well the mathematics outcomes are being covered. From my experience, this can stimulate a useful discussion and encourage other teachers to join in with future projects.
- Use a well-researched model/framework
Schools I am working with have found Kiray’s (2012) Balance Model useful in identifying where they are and where they want to be with their connected learning projects.
At each end of the balance is mathematics and science taught as separate disciplines (this could easily be other STEM disciplines). The Math-Centred Science-assisted integration is where few mathematics outcomes are covered in detail, whilst science is the interval discipline whose outcomes are briefly used to make relevant connections. Moving closer to Total Integration is Math-Intensive Science-Connected Integration where the mathematics outcomes dominate the program and the science outcomes are intentionally covered to make connections. Science dominates the other side of the scale. Teachers have found this model useful in planning and evaluating connected learning projects between mathematics and science.
I will presenting some practical applications from my research for mathematics teachers at the Australian Association of Mathematics Teachers Conference in Brisbane on Wednesday 10th July.
References
- Kiray, S. (2012). A new model for the integration of science and mathematics: The balance model. Energy Education Science and Technology Part B: Social and Educational Studies, 4, 1181-1196.
- Timms, M., Moyle, K., Weldon, P. & Mitchell, P. (2018). Challenges in STEM learning in Australian Schools. Victoria, Australia: Australian Council for Educational Research.
Jake Little 