Teaching Mathematics & Science through
Integrated ApproachIntegrated Approach
Dr. Bharti DograReadeReader
School of EducationIGNOU New DelhiIGNOU, New Delhi
22. 12.2012
Why Science need to be yintegrated with Mathematics?
Mathematics is language of science& science of patternspMathematical inquiry shares withscientific methodscientific methodIt focuses on exploration,investigation conjecture evidenceinvestigation, conjecture, evidence,and reasoning.
Math & Science Linear Integration ContinuumIntegration Continuum
(Education Development Centre, 1970)
M Ms MS Sm S
Math Math‐ Math Science‐ ScienceScience & ApplyScience & ApplyContext Science Math
Berlin-White Berlin White Integrated Science and M th ti Mathematics
ModelModel
Th SIX t i thi There are SIX aspects in this Model
Ways of Learning
Integration can be based on how gstudentsexperienceporganize &think about Science & Mathematicsstudent must be actively involvedin his learning (Constructivism)g ( )
Ways of Knowing
Integration can reinforce cyclical relationship betweenpinductive‐deductive &qualitative‐quantitative views of q qthe world
In science and mathematics, new,knowledge is often produced through acombination of induction and deduction
Content Knowledge
Science & Mathematics can be integratedin terms of content that is overlapping orpp ganalogous (like change, conservation,models, patterns, scale, symmetry, and, p , , y y,systems)Each discipline has some ideas that are punique and there are some ideas which are analogous/overlap (e.g., the fulcrum g p ( g ,of a lever and the mean of a distribution)
Process and Thinking Process and Thinking Skills
Integration of Science & Mathematics can:
develop processes and skills related toinquiry, problem‐solving, and higher‐q y, p g, gorder thinking skills.focus on ways of collecting and usingy g ginformation gathered by investigation,exploration, experimentation, andp , p ,problem solving.
Attitudes and Attitudes and Perceptions
Integration can be viewed from whatchildren believe about science andmathematics, their involvement, and theirconfidence in their ability to do scienceyand mathematics.Science and Mathematics education sharecertain values, attitudes, and ways ofthinking.g
Teaching Strategies
Integration can be viewed from teachingmethods valued by Science &yMathematics like:
inquiry‐based learningq y gproblem solvinguse of calculators and computerspcooperative learningEmbedding assessment withinginstruction
Classroom Examples based Classroom Examples based on BWISM Model
Ratios & Percentages
NCERT Class X Science Book
Chapter 4: Carbon and its Compounds
Topic: Anthracite
Classroom Examples based Classroom Examples based on BWISM Model
Anthracite is composed of theelements carbon hydrogen nitrogenelements carbon, hydrogen, nitrogenand oxygen in the followingproportion by mass: Carbon = 93 3%;proportion by mass: Carbon = 93.3%;hydrogen = 3%; nitrogen = 1.0%,
2 7%oxygen = 2.7%
Classroom Examples based on Classroom Examples based on BWISM Model
Based on the information providedanswer following questions:answer following questions:1. What mass of carbon is contained in
100g of anthracite?100g of anthracite?2. What mass of oxygen was contained in
200g of anthracite?200g of anthracite?3. How many grams of anthracite
contained a combined mass of 12g ofcontained a combined mass of 12g ofhydrogen and nitrogen?
Dil ti f Dilution of Solutions
For example if a 10 cm³ solutions needs to be
diluted ten times, pupils are likely to add 100 cm³ rather than
90 ³ St d t t d t d90 cm³. Students must understandof how dilutions are
formed?formed?
Graphs
L H t B t R tLesson: Heart Beat RateStudents divided into groups and
given a task to record their pulse readings given a task to record their pulse readings before and after the exercise. Students recoded
the first pulse reading after 2 minutes of p gexercise and did this recording for 15
minutes. Students then plotted l results on a
graph.
Statistical Errors
Some of the basic statistics,Some of the basic statistics,such as averages and means,median and modes, are lessmedian and modes, are lessunderstood.Science, pupils often find theScie ce, pupi s o e i eterms discrete and continuousdifficult to apply to variablesi i u o app y o a ia e
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