EDU431 Ashley Zito

METHODS OF TEACHING
MATHEMATICS AND SCIENCE IN THE
PRIMARY/JUNIOR GRADES

Required reading B: Analysis and Reflection.
Title: The Mathematics and Science Integration Argument: A Stand for Teacher Education
CITATION: 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.
ABSTRACT:

ANALYSIS/REFLECTION:

This paper explores the question, should we

integrate mathematics and science in reforming
science education? As science, especially
physical science involves mathematics, and both
subjects involve process skills, integrating
science methods courses might be a way to
improve science education. Considerations and
recommendations for mathematics and science
integration are addressed.

Speaking for myself, math and science were two

subjects that I did not like at all when I was in
elementary school and high schoolmath, more
importantly. I struggled with math a lot, and still
do to this dayyou can say I have a very strong
hate relationship with it. When teachers are
teaching math and/or science, their teaching and
strategies they use need to be effective and strong.
When a teacher shows strong and effective
teaching, it allows all students in the class to have a
positive mind with their schoolwork and have
minimal battles with it. Unfortunately, having an
effective educator in the classroom is not always
the case. If a student in the classroom experiences
a teacher who does not have a great teaching ability
and/or strategy, it causes the child(ren) to have a
negative view on the subjectfor example math,
sciencebecause they no longer have a clear idea
what is going on in the lesson, and secondly the
teacher is a poor instructor. A teacher who
struggles with the concepts of teachingmath and
science in this case, rarely focus around a studentcentered approach in the classroom. The dynamic
is very teacher-orientated because; he or she mainly
wants to get through a 60 to 90 minute lesson and
move forward to something less challenging and
stressful. But, a strong and knowledge based
educator would ask his or her students where they
are struggling, in return base the units around the
students difficulty area. By doing this, it gets
everyone included in the classroom, having a no
one gets left behind motto.
Math and science is taught from Kindergarten all
the way up to Grade 12there is no running away
from it. So, teachers who do not have strong
abilities of teacher these subjects, have to face their
fears with it. Students who are in school, should be

taught my teachers who understand and have a

great knowledge surrounding the subjects in which
are part of the curriculum, or focusing here on
science and math. As advocates for students, there
should be a teacher who does not know any
concepts about that subject, teaching students. I
believe it serves no purpose for the students and
also for the teacher. Not saying the teacher is not
qualified; it pushes individuals in the direction of
moving backwards rather than moving forward in
their academics. In the end, the teacher fails and so
do the students, because they are not getting the
proper teaching strategies they should be, just as in
other subjects in school. Teachers are not at all
familiar with the National Science Education
Standards (Furner & Kumar, 2007, p. 185).
Being in elementary school, I remember hearing
my former teachers say, We need to get through
this math lesson or We cant skip what we are
doing in math, it is super critical for the next steps
of your future. There was very little emphasis on
the importance of science and moving to that lesson
of the day. It was almost abandoned in a way. It
has not been like that, because it makes teachers
model in a negative way for students to understand
and look sight for the meaning of teaching and
learning, overall. While 1% of mathematics
teachers at the elementary level do not feel well
qualified to teach mathematics, 21% physical
science, 11% earth science and 10% life science
teachers feel the same (Furner & Kumar, 2007, p.
185). What can teachers do to better themselves at
teaching math and/or science? Rather than
immediately telling yourself I dont know how to
do this, you are setting yourself up for failure.
COLLABORATION! This is definitely a major
key in teaching. As other staff, who you know are
stronger at math and/or science, and allow them to
offer you there knowledge and strategies they use
when they are teaching their own class. You are
gaining new knowledge, which you never thought
you would be able to. Also, you will not be left in
the dark. You will begin to look at these subjects
such as math and science and your students in a
brighter context and light.
It is essential to introduce preservice teachers to a
contextual way of understanding the curriculum
when learning how to teach mathematics and
science (Frykholm & Glasson, 2005; as cited in
Furner & Kumar, 2007, p. 186). Preservice teachers
who are in teachers college are now receiving the

opportunity how to integrate multiple subjects

together rather than teach then separately. When I
was in elementary school, almost every single
subject that was taught by a teacher was on its own.
There was a time slot for math, one for English,
Music, Social studies etc., not ever were these
subjects mashed together to make one great lesson.
Motivating students increases the achievement
students have in both subjects of math and science,
when it is being integrated together. Therefore, it
essential in getting to know your students, who
they are, and how they learn. Technology, for
example is taking over the worldalthough, it is
still a great asset to have in the classroom when
teaching subjects. Every student enjoys technology
and knows how to work it with their eyes closed.
By integrating it with math and science you have
instantly grasp the attention of almost your
students, in which gives you the advantage of
creating a great lesson that sparks the interests of
each and every student, including yourself. As a
positive note, the article demonstrates
recommendations on how to integrate math and
science together in classrooms today. The
recommendations are very similar to the InquiryBased Learning Approach that is strongly evident
in Full Day Kindergarten classrooms. If students
are still interested in certain concepts that are
involved with math and/or science, why end it
thereextend it to further a discovery, which
opens the floor for student-centered exploration in
the classroom.