Identifying Mathematics Content and Integrating It into Science Instruction

Autor/inn/en	Schwols, Amitra; Miller, Kirsten Brush
Titel	Identifying Mathematics Content and Integrating It into Science Instruction
Quelle	In: Science Scope, 36 (2012) 1, S.48-52 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-2376
Schlagwörter	Science Education; Mathematics Skills; Science Instruction; Science Teachers; Mathematical Concepts; Mathematics Teachers; Integrated Curriculum; Interdisciplinary Approach; Cognitive Processes; Scientific Concepts + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Cognitive process; Kognitiver Prozess
Abstract	Science teachers know that the mathematics concepts taught in the Common Core are critical for students' understanding of science. But what can a teacher do when his/her students lack the necessary mathematics skills to master science content? There may be other reasons besides students not paying attention in their math courses. Maybe the required math has been taught once and then forgotten. Maybe it is brand new, so students are not ready to apply it yet. Or maybe the necessary mathematical concepts have not been taught at all. When teaching one's subject area is dependent, at least in part, on student understanding of concepts taught in other classes, it becomes even more important to identify and bridge gaps in understanding as they arise. This provides a key opportunity for collaboration across content areas. Math teachers can be called in to explain to the science teacher where the gaps in student knowledge are likely to be--not only in general, but for specific students, based on their performance in class and standardized test scores. This article discusses what teachers need to do when their students lack the necessary math skills to master science content. (Contains 1 figure.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10