Mathematics teachers are often challenged by their students to give reasoning for why learning

mathematics is necessary. An approach to address this question is to show students the value in learning
mathematics by enlightening them on the connections that mathematics has with other disciplines and
the real-world applications of mathematics. Integration is a method of teaching that can be used to give
students insight as to how mathematics is useful in a variety of different fields. In addition to engaging
students with relevant curriculum, leading students to discover the connections between mathematics
and science (among other fields) is helpful in showing students why learning mathematics is valuable.
This thesis reports on my experiences in developing and implementing an integrated
mathematics/science activity in a STEM Technology class at a local high school as well as discusses
student feedback about the activity, about their interdisciplinary STEM Technology class, and about the
integration of mathematics and science in the classroom.

A. CONSTRUCTIVIST
Some mathematics educators take the constructivist approach when it comes to their
idea of the perfect classroom. They believe that actively engaging students in learning is the
most productive means of teaching
While constructivist views of learning have provided a theoretical foundation and
framework within which teachers can understand how students learn, it also has posed great
challenges to the mathematics education community to develop authentic models of teaching
that build on, and that is consistent with, this theoretical perspective. Small group interaction,
non-routine problem solving, and manipulative materials can be valuable tools in the hands of
mathematics teachers, however the simple use of these tools is not necessarily sufficient to
allow teachers to design productive learning situations that result in conceptual understanding.
(Simon. 1995. p.140).
In order for students to construct deeper understanding of the mathematical concepts
they are trying to unpack, they need to be aware of their own learning processes and be able to
explain their own thinking to others. ( Marks Krpan (2008) further goes on to suggest that these
metacognitive skills and strategies need to be taught explicitly for students to be able to
monitor their thinking effectively.
(Marks Krpan, C. (2008). Exploring math talk in elementary classrooms. (C. Rolheiser, Ed). School
University Partnerships: Creative Connections OISE.)
(Simon, M. (1995). Reconstructing Mathematics Pedagogy from a Constructivist Perspective.
Journal for Research in Mathematics Education, ISSN 0021-8251, 3/1995, Volume 26, Issue 2,
pp. 114 – 145)
Vintere (2018) believed that the constructivist approach radically changes the
process of teaching and learning mathematics, connecting it with daily life, rather than
teaching only abstract formulas and using a creative approach to mathematical tasks solving.
(A Constructivist Approach to the Teaching of Mathematics to Boost Competences Needed for
Sustainable Development, ANNA VINTERE August 2018Rural Sustainability Research 39(334):1-7
DOI: 10.2478/plua-2018-0001)
According to the theory of constructivism, the study process includes the following
components (Parsons, Hinson, & Sardo-Brow, 2002):
 a) A student creates knowledge himself with the meaning that they themselves have to find.
b) This means understanding both the whole and individual parts. Understanding
interconnections must be found in the learning process.
c) Motivation is an essential learning indicator
d) Self-directed learning is a process
(Parsons, R., Hinson, S.L. & Sardo-Brow, D. (2002). Education Psychology: A Practitioner-
Research Approach–Cengage Learning Asia; 1st edition (May 31, 2002), p.536)
The impact of the constructivist approach on the development of mathematical
competences in the context of sustainable development can be seen from different aspects.
The most important that constructivist approach gives preeminent value to the
development of students’ personal mathematical ideas and students are encouraged to use
their own methods for solving problems. Through interaction with mathematical tasks and
other students, the student’s own intuitive mathematical thinking gradually becomes more
abstract and powerful. Constructivism theory is based on the idea that people construct their
own knowledge through their personal experience. The effectiveness of constructivism is
that it prepares students for problem solving in complex environment. (Clements & Battista,
2009). (Clements, D.H., Battista, M.T. (2009). Constructivist Learning and Teaching. The
National Council of Teachers of Mathematics, Inc. www.nctm.org)
B. COLLABORATIVE
One way for a school to support mathematics teachers in fostering a collaborative
culture of learning through mathematical discourse in their classrooms is by helping them in
building learning communities. For mathematics teachers, a mathematical learning community
is a ‘community’ whereby students are provided with opportunities to actively engage in the
making and testing of conjectures, questioning, and providing justification of solutions to
problems through genuine discourse with one another. In other words, engaging in a roleplay
where all students in the classroom are mathematicians and doing the work of mathematicians.
Getting students to engage in genuine discourse about mathematics concepts in these roles
however can be very difficult.
Many scholars have struggled to improve techniques that boost performance of
students. Among the techniques is the Collaborative learning. Collaborative learning is an
umbrella term for a variety of educational approaches which involves joint intellectual effort
by students, or students and teachers together. Usually, students are working in groups of
two or more, mutually searching for understanding, solutions, or meanings, or creating a
product. This approach matches with the philosophy of contemporary perspectives on
learning and teaching aiming to promote higher achievement, more positive interpersonal
relationships and greater psychological health, resulting in graduates being cooperative,
caring, reflective, critical and creative (Yanhui Xia,2015).
(Yanhui Xia 2015, Zhengyou Wang2,*, Yi Li2 and Jinfeng Hu2, “Web-Based Collaborative
Learning System and Its Key Techniques" School of Economy and Management,
Shijiazhuang Tiedao University, Shijiazhuang, 050043, China)

Menker and Yohannes (2017) states that collaborative learning is a learning method that
uses social interaction as a means of knowledge building. This concept has been around a long
time. It is a student-centered approach that requires students working together to accomplish
shared learning goal and to maximize their own and their group members’ achievements. This
approach matches with the philosophy of contemporary perspectives on learning and teaching
aiming to promote higher achievement, more positive interpersonal relationships and greater
psychological health, resulting in graduates being cooperative, caring, reflective, critical and
creative.
There are some characteristics of collaborative learning are listed briefly as follows;
 Shared knowledge between teachers and students.
 Shared authority between teachers and students.
 Teachers as facilitators.
 Heterogeneous groupings of students
(Effectiveness of Collaborative Learning Approach in Teaching Mathematics, Haftamu
Menker GebreYohannes#1 2017)
Instructor, Department of Academics, Skyline University College
University City, UAE
There are several advantages to collaborative teaching (Novicevic, Buckley, Harvey,
& Keaton, 2003).
First, this teaching approach can lead to learners’ improved capability to evaluate
problems critically, to argue substantively, and to apply effectively learned concepts to new
situations or contexts.
Second, the process augments the quality of teaching scholarship by transforming it
into a participative activity with critical review and quality assurance.
Third, collaborative teaching can be viewed as a means to achieve enhanced
teaching outcomes because of its peer-reviewed and monitored nature. Additionally, it is
structured to address multiple disciplinary perspectives.
Fourth, collaborative teaching challenges traditional instructional delivery
approaches. Its strength lies in the combined forces applied to address common goals or
problems.
If faculty goals vary in kind and nature, the outcome of the collaboration can be
negative. In particular, if the goals and expected performance levels are not clearly defined
at the beginning, team effectiveness can be affected.
(Novicevic, M. M., Buckley, M. R., Harvey, M. G., & Keaton, P. (2003). Latent impediments to
quality: Collaborative teaching and faculty goal conflict. Quality Assurance in Education,
11(3), 150-156.)
Collaborative learning generates conversation, discussion, debate and relationship-
building among the students in the group and encouraging them to work well collectively (Neo,
2005).
According to Johnson and Johnson (2003), the elements that are found in collaborative
learning include positive interdependence, individual accountability, promotive interaction,
social skills and group processing. In other words, the members within the group must perceive
their goals to be related for them to work together and achieve their common goal. The
individual accountability element suggests that individuals within the group must be made to
feel that their effort contributes to the common goal. By doing so, the individuals will be more
motivated to contribute. As such, if the person within the team is made to feel that he or she is
 needed, he or she will be more inclined and motivated to cooperate with the rest of the
members.

C. INQUIRY – BASED
Inquiry based learning is often used as an approach to restructure aspects of teacher
education and maximize the potential of learners. An inquiry-based approach to learning
involves restructuring the manner in which the content is taught. Advocates of inquiry based
learning argue that this restructuring will provide students with more authentic experiences into
the practices of mathematics and science and will increase motivation and interest in science
and mathematics. The move to inquiry based approaches requires a move from didactic
teaching practices toward practices that engage students in observation, experimentation,
planning and culminating in the construction of knowledge and understandings of the discipline.
(https://core.ac.uk/download/pdf/47242978.pdf)
Inquiry is a multifaceted activity based on student-centered, collaborative,
constructivist theories and the development of higher-order reasoning. inquiry seems an
equivocal concept – used in different ways and contexts to interpret and describe similar
teaching and learning approaches such as hands-on, problem-based, project-based,
deductive and inductive approaches . (Engeln, Mikelskis-Seifert & Euler, 2014)
(Engeln, K., Mikelskis-Seifert, S., & Euler, M. (2014). Inquiry-based mathematics and
science education across Europe: A synopsis of various approaches and their potentials.
In C. Bruguière, A. Tiberghein, & P. Clément (Eds.), Topics and Trends in Current
Science Education. (pp. 229-242). Netherlands: Springer.)
The inquiry learning style establishes itself as different from other constructivist guided
approaches in the sense that it is not a minimally guided learning environment and that direct
instruction can be used in the context of inquiry learning. Proper inquiry learning requires that
teachers carefully scaffold their students as they challenge them with new mathematical
material (Hmelo-Silver et al., 2007). Once students are challenged, they are expected to engage
in creating conjectures, analyzing conjectures, communicating, working collaboratively, and
engaging in mathematical argument.
(Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in
problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark(2006).
Educational Psychologist, 42 (2), 99-107.)
Research regarding inquiry-learning programs suggests that students can achieve
relational understanding through this approach. Through the use of inquiry-based instructional
methods, students have shown improvements in their ability to apply mathematical knowledge
to multiple environments and to solve complex problems. Students taught using inquiry-based
methods have also been shown to transfer their knowledge better to new tasks, and still
maintain the ability to perform well on standardized tests. In fact, students in a middle school
that adopted an inquiry-based learning model performed better on their standardized tests
when compared with those in the traditional curriculum (Hmelo-Silver et al., 2007).
Ismail (2008) noted that when using the Connected Mathematics Program, which is
arguably an inquiry directed text, her students showed great gains in their problem-solving
 abilities with no loss in their procedural abilities. These examples show that inquiry methods
offer great opportunities for enhancing students’ problem-solving and mathematical-reasoning
abilities without sacrificing their procedural knowledge.
(Ismail, J. (2008). The effects of a reform curriculum on students' problem solving abilities.
(Unpublished master’s thesis). Boise State University, Boise, ID.)
Longitudinal studies have also shown that gains made in inquiry-based classrooms are
more likely to last long periods of time, reduce achievement gaps, and help disadvantaged
students find success . Long term gains may be related to the fact that students involved in
inquiry classrooms report that they find these classes more enjoyable than other studies in
school because of the discussion and reasoning involved in place of memorization. This ability to
find solutions to problems rather than memorize them is often cited as a better way to
understand mathematics and is linked to better retention, because if your memory fails you,
your logic will not. Students with self-reported bad memorization skills tend to enjoy inquiry
instruction over traditional methods (Stonewater, 2005).
(Stonewater, J. K. (2005). Inquiry teaching and learning: teh best math class study. School
Science and Mathematics, 105 (1), 36-48.)
One issue that seems problematic with the term inquiry is that, while it defines
an activity, it may also be seen to describe a process. In science education, for example,
learning through inquiry is seen as the process of building understanding by collecting
evidence and testing ideas. Like in science, mathematical inquiry starts with a problem
or question but with less emphasis on practical experimenting . Yet, inquiry in
mathematics still involves diverse forms of activity, including: articulating or elaborating
questions; modelling; exploring; conjecturing; testing, explaining, reasoning, arguing
and proving; defining and structuring; connecting, representing and communicating.
(Rocard et al., 2007).
Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V.
(2007). Science Education Now: A renewed pedagogy for the future of Europe (EU
22845). Brussels: Office for Official Publications of the European Communities.

D. INTEGRATIVE
According to the studies, integration is one of the most interesting discussions in
designing the syllabus and it is considered as a way of actual learning by removing the arbitrary
boundaries between course topics and creating a connection between the meaningful materials,
concepts, and skills; integration is the opposite of discrete, content-oriented syllabi. Further,
integrative organization of the syllabi prepares the ground for students to achieve unity and
integrity in learning experiences and it leads to meaningful learning.
According to Beane (1995), the single-subject approach has a deadening effect on the
lives of students and only offers disconnected ideas and a jumbled assortment of facts and
skills . In some ways, this approach does not sufficiently prepare students because, “traditional
curriculum fails to meet the needs of students in a complex, technologically advanced,
interdependent world. Upon entering middle school and high school, students are supposed to
understand ideas that are connected to several disciplines and literature suggests that this can
be made easier for students by using an integrated approach to education. Along these same
lines, the single-subject approach is a poor representation of problem solving in the real world
because solving problems of significance outside of school requires both knowledge and skills
from more than one discipline.
(Beane, J. A. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan,
616-622.)
According to McBride and Silverman (1991), if students recognize the content as
relevant to their own lives then their motivation to learn will often increase (p. 286/287) and
Czerniak, et al. (1999) claim that traditional curriculum is not relevant to students and doesn’t
emphasize real problems (p. 421). To make the content more relevant for students, conditions
need to be created to encourage students to make connections (Meier, Hovde, & Meier, 1996,
p. 14 234) and curriculum integration should be based on problems, issues, and concerns
encountered in life itself because these are the most important and powerful ideas
(McBride, J. W., & Silverman, F. L. (1991). Integrating elementary/middle school science and
mathematics. School Science and Mathematics, 91(7), 285-292.)
One of the less obvious advantages to using an integrated approach is that using a
variety of forms of assessment becomes much easier than it would be using a traditional
approach. Teachers should use a variety of assessment in their classrooms to engage students
and to give students opportunities to show what they have learned in multiple ways rather than
simply by testing. (Furner & Kumar, 2007, p. 187)
(Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A
stand for teacher education. Eurasia Journal of Mathematics, Science & Technology Education,
3(3), 185-189.)
Integration typically addresses more than one discipline, there are many projects, tests,
portfolios, and other forms of assessment that would be appropriate for whichever content is of
focus. Given by Stinson et al. (2009), another advantage of interdisciplinary curriculum is that
the use of instructional time can be made both more efficient and effective by blending
concepts from more than one discipline into one unit.
(Stinson, K., Harkness, S. S., Meyer, H., & Stallworth, J. (2009). Mathematics and science
integration: Models and characterizations. School Science and Mathematics, 109(3), 153-
161.)
Integrated curriculum can be made for many combinations of disciplines. The disciplines
of mathematics and science are perhaps the two disciplines in education that can be the most
justifiably connected. One of the reasons for this is that science and mathematics are so closely
related that in many situations it would be more meaningful for students and more efficient to
teach the content using an integrated approach (Berlin & White, 1994, p. 3). Another reason
that these two disciplines could be connected smoothly, according to Bossé, Lee, Swinson, &
Faulconer (2010), is because they are learned using similar processes (p. 268). When science and
mathematics are combined, each serves as a valuable tool in the learning of the other.
(Berlin, D. F., & White, A. L. (1994). The Berlin-White integrated science and mathematics
model. School Science and Mathematics, 94(1), 2-4.)
 (Bossé, M. J., Lee, T. D., Swinson, M., & Faulconer, J. (2010). The NCTM process standards and
the five Es of science: Connecting math and science. School science and mathematics, 110(5),
262-276.)
Another reason why integration is important is the impact that it has on students’ skill
development and achievement. Two of the most important skills that students cultivate by
participating in an integrated mathematics/science curriculum are problem solving skills and
critical thinking skills. According to McDonald and Czerniak (1994), “Interdisciplinary units
concentrate on organizing themes or concepts, and enable students to integrate scientific
processes, communication skills, problem solving, critical thinking, and creativity; thus,
empowering them for future learning” (p. 9). These authors are not the only ones who claim
that integrated classrooms have a positive impact on problem solving skills and critical thinking
skills; Basista and Mathews (2002), Beane (1996), Czerniak at al. (1999), Elliot et al. (2001), and
Hurley (2001) also mention the development of these skills as a result of integrated curriculum.
(McDonald, J., & Czerniak, C. (1994). Developing interdisciplinary units: Strategies and examples.
School Science and Mathematics, 94, 5-10.)
While interdisciplinary curriculum clearly has numerous potential benefits for students,
teachers can also benefit from using this approach in their classroom. Because the single-subject
20 approach is typically irrelevant to real-life issues and concerns, it can have a negative effect
on teachers just as it can on students. Teachers who are unhappy or bored with their jobs may
be less likely to teach effectively. According to Venville et al. (1998), teachers who use
integrated curriculum feel as thought they benefitted because they can choose content that
they believe motivates and interests their students
(Venville, G., Wallace, J., Rennie, L. J., & Malone, J. (1998). The Integration of Science,
Mathematics, and Technology in a Discipline‐Based Culture. School Science and Mathematics,
98(6), 294-302.)

E. REFLECTIVE
Reflection and self-assessment are important to professional growth. Teachers deal with
unique practical problems and manage complexities and nuances daily. They are faced with
value judgments that cannot be resolved solely by applying theories or techniques. While
research-based knowledge may begin to assist them in identifying solutions to the problems,
teachers resort to resolving the context-bound problems by mentally experimenting and
manipulating each situation as it uniquely occurs.
Krause (2004) considered the notion of reflection-in action, similarly noted as “thinking
on your feet.” Reflective practice focuses on the way people think about their experiences and
formulate responses as they happen. Furthermore, when the thinking was about teachers’
reflection-in action, looking to their experiences, connecting with their feelings, and attending to
their theories in use, it was termed reflection-on-action.
(Krause, K. L. (2004). Reflective teaching. Retrieved from http://66.102.1.104/scholar?hl=en&lr=
&q=cache:0WssoPgka1sJ:www.thomsonlearning.com.au/higher/education/krause/media/Kraus
e_ Chapter_13.pdf+related:0WssoPgka1sJ:scholar.g oogle.com)
 Reflective Teaching is a means of ‘’looking at what you do in the classroom, thinking
about why you do it, and thinking about if it works - a process of self-observation and self-
evaluation. The purpose of doing it is to improve the quality of teaching through data
collection (Tice, 2011)
(Tice, J. 2011. Reflective Teaching: Exploring Our Own Classroom Practice. In
http://www.teachingenglish.org.uk/articles/reflective-teaching-exploring-our-own- classroom-
practice Accessed May 1, 2012)
Miller (2000) pointed out that the practice of reflective teaching, reflective inquiry,
and reflection-on practice, results in gaining of the personal and professional knowledge
that is so important to being an effective teacher and in shaping children's learning
Han (1995) stated that the process element of reflection emphasizes how teachers
make decisions, content stresses the substance that drives the thinking and reflective inquiry
may set the stage for learning how to be a good teacher.
(Han (provide initials) (1995) Issues in education:, Reflection is essential in teacher
education, Childwood education, 71: 228-230)
Galvez-Martin (2000) proposed reflective teaching as the act of creating a mental space
in which to contemplate a question or idea, such as, "What do I know now about teaching
young children?" This of repeated questioning leads to mental transformation to a time and a
situation that leads to a deeper perspective helping students.
Jasper (2003) associated reflective teaching practice with lifelong learning resulting
in the development of autonomous, qualified and self-directed professionals. Engaging in
reflective practice is associated with the improvement of the quality of care, stimulating
personal and professional growth and closing the gap between theory and practice.
(Jasper MA (2003). Nurses’ perceptions of the value of written reflection: Nurse Education
Today, 19(6): 452-463. )
Bartlett (1990) points out that becoming a reflective teacher involves moving
beyond a primary concern with instructional techniques and “how to” questions and asking
“what” and “why” questions that regard instructions and managerial techniques not as
ends in themselves, but as part of broader educational purposes. Asking questions “what and
why” gives certain power over individuals teaching resulting in the emergence of autonomy
and responsibility in the work of teachers. In reflecting on the earlier asked questions, teachers
begin to exercise control and open up the possibility of transforming everyday classroom
life.
(Bartlett L (1990). Teacher development through reflective teaching. In J.C. Richards and D.
Nunan (ads.), Second language teacher education. Cambridge: Cambridge University Press.)