Interdisciplinary Programs Involving Mathematics

[Dr. Mary George, Selection Grade Lecturer in Mathematics,

Mar Ivanios College, Trivandrum, India-695 015.
Dr. P. G. Thomaskutty, Reader in Economics,
Mar Ivanios College, Trivandrum, India-695 015.]

1. Introduction
Mathematics occupies a very important position in the Modern World. It may
be remarked that Mathematics plays a vital role in technical professions and latest
researches. Years ago, people believed that Mathematics is a classroom discipline.
Now we realize Mathematics is a tool, rather than a discipline. This argument comes
because; Mathematics is now the main ingredient of any finished good in Pure
Sciences or in Applied Sciences. Modern technologies in Medicine, the recent
developments in Communication, the fast growing of Engineering, are owed to
Mathematics for a great extend. Thus Mathematical tools have allowed many
advances in the present time.

Mathematics is many things to many people. To many students, it is simply

one of the obstacles that must be overcome to obtain a degree; to most undergraduate
students, it is a subject they wish they had studied more diligently; to some of us it is
a constantly used tool or a language- a very concise language that makes exact and
logical statements easier to form. To others, Mathematics is a logical development
made up of undefined terms, principles of logic, hypothesis and conclusions. But, to
Mathematicians, it is a pleasant way of living. (Rees, 1965). The importance of
Mathematics, from Babylon and Egypt to the present, as the primary source of
workable approximations to the complexities of daily life is generally appreciated.
(Bell, 1940)
But, even now, most of the Mathematics classrooms are boring, especially, in
the school level. Students either hate Mathematics, or fear it. The blame for this plight
is partly to the teachers and the rest to the curriculum. Students get no interest in
studying this subject, because neither the teacher, nor the syllabus points out the
practical use of the prescribed portions. Here comes the need of coining Mathematics
with other disciplines. There should be an interdisciplinary approach in teaching
Mathematics.
Several attempts have been done among experts and educators to make
connections between abstract mathematical ideas and the everyday material world.
Almost all sorts of simple everyday materials offer great scope for a variety of
interesting and mathematically rich activities. Connecting mathematical concepts
includes linking new ideas to related ideas learned previously, helping students to see

mathematics as a unified body of knowledge whose concepts build upon each other.
Major emphasis should be given to ideas and concepts across mathematical content
areas that help students see that mathematics is a web of closely connected ideas.
Mathematics is also the common language of many other disciplines and students
should learn mathematical concepts used in those disciplines. Finally, students should
connect

their

mathematical

learning

to

appropriate

real-world

contexts.

In this paper, the authors wish to discuss some areas where Mathematics can
be used fruitfully and interestingly, so that students may enjoy the study of
Mathematics. Certain interdisciplinary programmes are mentioned and discussed. The
paper is based on a study made in certain schools in our locality, and also among
experts of Mathematics Curriculum.

2. Defects in the Present-Day Mathematics Teaching

We have to admit that the present day teaching of mathematics is not up to
satisfaction (Anice James 2005). Everybody complaints that the methodology adopted
for teaching Mathematics is not right. It is too far from life to catch the interest of
students. Students feel it dull, boring, difficult and even useless. Mathematics is as
such an art form as is art and music. It deserves be taught by teachers who love it, just
as music teachers love music and art teachers love art. Instead, we ask our children to
learn Mathematics from teachers, many of whom, themselves are bored and tired-and
even afraid of it. (Clawson, 2004). The elements of novelty, usefulness and sheer
intellectual curiosity are the primary stimuli for the awakening of interest. Hence
motivation of the work in Mathematics has two aspects; viz. that of creating or

arousing interest and that of maintaining the interest after the novelty of the work in
hand has worn off. It is of the greatest importance that work in Mathematics be so
organised and conducted as to emphasize the values and the inherent intellectual
challenge of the subject and to ensure understanding and a reasonable degree of
competence by keeping the subject matter and the activities at a level of difficulty
appropriate to the intellectual maturity of the students (Benjamin, 1960).
Even though the students and the public blame teachers for the predicament,
the teachers have their own justifications and grievances. Their blame often goes to
the excessive syllabus, lack of teaching aids and reluctance of students for hard work.
Hence it is the collective responsibility of all concerned to bring about necessary
improvements and appropriate changes in the Mathematics curriculum so as to make
it popularised at all costs. The organisers of the syllabus, being experts and authorities
in the subject, are expected to suggest the centres of correlation of different topics, the
use of aids and devices, the connected practical and project works, etc. The syllabus
not only should be a collection of topics, but should also deal with the actual
procedures to be adopted for their effective teaching. Their application and utility in
actual life should also be mentioned side by side. The connected games and activities
should be referred to.
The authors approached a school in Trivandrum (Government School,
Kattachakonam, Trivandrum, Kerala, India) to hear directly from students, the
problems they face in studying the subject. We interviewed 33 students from 10 th
standard. There were 3 students who failed in all subjects for their last term

examinations, while 6 students were there who passed in all subjects. The table below
shows that the least percentage of pass is for Mathematics.
Table
Subjects

No. of
students
passed

Percentage of
pass

English

27.3

Language-1

27

81.8

Language-2

72.7
24

Gen. Science

18

54.5

Social Studies

22

66.7

Mathematics

18.2

When we asked the students about their difficulty in studying Mathematics, their
responses were not the same, but they all admitted that they are not interested in
studying Mathematics. This response of the students point to the need for revitalizing
our Mathematics programmes to make them more appealing, relevant and cutting
edge. We have to broaden the scope of uses of Mathematics, as it appears more
relevant to the learners. An interdisciplinary approach in Mathematics will facilitate a
lot in this catastrophe. As the above Table shows, 54.5 per cent of students passed the
examination in General Science, while the pass percentage for Mathematics is just
18.2.

We have to note that 36.3 per cent students could not make through

Mathematics, even though they could pass in General Science. As we know, no

advancement in General Science can be attained without Mathematics, why cant we

coin Mathematics with General Science in the school syllabus. These 54.5 per cent
students who are interested in General Science will develop an interest towards
Mathematics if we present Mathematics before them in such a way.
The following section analyses the subjects and topics where we could
incorporate Mathematics more beautifully and fruitfully.

3. Mathematics and Other Subjects

Connecting mathematical concepts and linking new Mathematical ideas to
related ideas learned previously, helps students to see mathematics as a unified body
of knowledge whose concepts build upon each other. Major emphasis should be given
to ideas and concepts across mathematical content areas that help students see that
mathematics is a web of closely connected ideas. Mathematics is also the common
language of many other disciplines and students should learn mathematical concepts
used in those disciplines. Students should connect their mathematical learning to
appropriate real-world contexts.
Mathematics is the language of science, and is greatly utilised in industry and
business. Mathematics gives us not only great power to solve difficult real world
problems, but helps us to understand how the universe operates. It bestows the power
for problem solving upon us. It enhances our understanding of the most basic
processes we encounter as inhabitants of this universe. It has been very well said that
Mathematics is the Science of all Sciences and the Art of all Arts. It is the pivot of all

Sciences (Sidhu, 1995). So it is well connected with all science subjects. While it is an
essential constituent in Science subjects, it adds brevity, logic and charm to subjects in
Social Science and in Humanities. The basic ideas and relationships in the physical
sciences have been expressed in Mathematical terms for a very long time, and in
recent years the use of Mathematics in the biological and social sciences has increased
tremendously.
For example, if we take the case of Physics, it is related with Mathematics to
a great extend. Mathematical efficiency gives more confidence to learners of Physics.
Each rule and principle in Physics takes Mathematical form and Mathematics gives
them their final shape. Mathematical calculations occur at every step in Physics. The
laws of motion, friction, expansion of solids, liquid pressure are explained using
Mathematics. All the measurements in Physics need Mathematics. The coefficient of
linear expansion of different metals, cubical expansion of liquids, expansion of gases
and conversion of scales are a few to mention. We can have plenty of similar
occasions to prove the dependence of Physics on Mathematics. The most important
equations of mechanics, astronomy and the physical sciences are differential or
integral equations, both outgrowths of Calculus. Of all the exact sciences, mechanics
has probably the most influential in the development of modern Mathematics. In its
early period of invention, Quantum mechanics used an enormous amount of
Mathematics, from special functions to modern algebra.
As another example, consider the case with Biology. There is an erroneous
belief that Biology is free from Mathematics. In fact, modern Biology needs

Mathematics in a great amount (http://www.dundee.ac.uk). The Life Sciences will be

for Mathematics in the forthcoming century what Physics was for Mathematics in the
previous century. New, exciting challenges in the Life Sciences can and are being met
using mathematical modelling with a direct impact on improving people's quality of
life in health, social and ecological issues. Knowledge of Mathematics is considered
essential for a biologist for two reasons: firstly, biological study depends largely on its
branches Bio-Physics and Bio-Chemistry, which have attained a rank almost equal to
that of independent Sciences, which cannot exist without Mathematics (Kulshrestha,
2005). Again, Bio-Mathematics is also growing as an important field of study.
Secondly, Mathematics helps the Biologist to perform his investigations easily and
correctly. Experimentation in Biology requires analysis and isolation of the particular
character that is to be experimented upon. Biological phenomena are so complex and
the required analysis and isolation are so difficult that it is impossible to bring many
of them under control without applying mathematical formulae. At every stage of
classification, or comparison or generalisation, the investigator needs the help of
Mathematics. Apart from this, simple Mathematics is used everywhere in Biology.
The Calorie and Nutritive values of food articles are calculated using Mathematics. To
find the rate of respiration and transpiration we need the knowledge of Mathematics.
Study of living cells, composition of blood, age and category of plants and animals
are studied using Mathematics. Mathematical process and calculations have been
applied to advanced studies in heredity, nutrition, growth, maturation, fatigue and
many other branches of Biology and Physiology.

Just like the two cases described above, Mathematics is nowadays very much
used in all Science subjects. In Chemistry, all chemical combinations and their
equations are governed by certain Mathematical laws. Also, Mathematics is the
foundation of all Engineering Sciences, including IT. We know that Engineering
Sciences deal with surveying, lending, construction, estimation, designing,
measurement, calculation, drafting, drawing etc. All these need a fair knowledge of
Mathematics. The branch IT specially owes to Mathematics, without which it cannot
exalt. There are many aspects in Agriculture, where Mathematics is directly applied.
Measurement of land, average investment, average return, production per unit area,
cost of labour, time and work, seed rate, manure rate are name a few.
Again, Mathematics is applied in a great amount in Social Sciences. For
example, let us have a look into the case of Economics. Mathematics plays a very
important role in Economics. This role has been significant for almost a century, and
has been increasing in importance particularly in recent years. A comparison of
academic journals now with, say, fifty years ago reveals a tremendous increase in
mathematical expression. Researchers in Economics, both theoretical and empirical,
are using more mathematical tools in their research work and the growing importance
of Econometrics speaks for itself. Increased use of Algebra is more prevalent in
research in Economic research (Grubel and Boland, 1986). The same is true also of
textbooks of Economics at all levels. Mathematics is increasingly important in terms
of the expression and communication of ideas in Economics. This in itself is a matter
of interest, particularly with respect to the public understanding of Economics.

10

Further, to the extent that public understanding of mathematics is limited, so too will
be the public understanding of Economics. This applies at a variety of levels, from
school pupils making subject choices to policy makers understanding of policy
advice. In Economics, it is constantly necessary to choose the best possible solution.
In such cases the Economists make use of techniques of Calculus or Operations
Research. (Tikhomirov, 1998).

Mathematical terms like Relations, Functions,

Continuity, etc., are very much used in Economics. To explain marginal concepts like,
marginal utility, marginal cost, marginal revenue, etc., method of Calculus is best used
today. Difference and Differential Equations are used in a great deal in Economics to
solve problems.
Not only in Economics, Mathematics is used in almost all Social Science
subjects. Mathematical knowledge is applied in History to know the dates, time, etc.,
of various historical events. In Geography to study the shape and size of earth, to
measure area, height and distance, to study about latitude or longitude we need
mathematical knowledge. To study the rivers, mountains, canals, population, climate,
etc. all these studies need the tools of Mathematics in one way or other. In short, any
geological or geographic study cannot be envisaged keeping Mathematics away.
Everybody very well knows the relation between Commerce and Mathematics. The
basis of banking and accountancy is nothing but Mathematics. Only with a fair
knowledge of Mathematics, one could become an efficient accountant. Shares,
debentures, mutual funds, interest, are all based on Mathematical calculations.
Experimental Psychology is much based on Mathematical calculations and

11

applications (Guilferd and Fruchter, 1970). Various Mathematical techniques are used
to collect, analyse and interpret psychological data. Also, subjects like Demography,
Actuarial Science, Statistics etc., are mostly depend on Mathematics to develop their
theory.
There is a close relation between Mathematics and fine arts and drawing. It
is evident that good drawing is needed to draw good geometrical figures. Exactness of
a figure, shape etc., can be measured using Mathematical tools. The Mathematical
knowledge is applied in drawing and painting with symmetry, making right ratio and
proportion, etc. In Music, almost all musical notes and system work on Mathematical
principles.
Thus we can see that Mathematics is the main component of any subject that
a student learns in his classroom. It seems to be fun that the student is not reluctant to
use Mathematics in other subjects (knowingly or unknowingly), and still he fears
Mathematics. To make the students unafraid of the subject is the major challenge
faces by a Mathematics teacher everywhere in the globe (Tannee and Jones, 2000). He
should convince the students the usefulness of learning Mathematics in their daily life
and for higher studies. He should be able to correlate the content of Mathematics with
other classroom subjects. Here comes the need of providing students with
interdisciplinary programmes in Mathematics.

4. Interdisciplinary Approach in Mathematics

12

Many people tend to use the word interdisciplinary synonymous to

multidisciplinary (Mercykutty, 1996). But, interdisciplinary means a higher theme,
which means blending more than one discipline in a right proportion. The dictionary
meaning of the word is involving two or more academic, scientific or artistic
disciplines (Websters New Collegiate Dictionary). It is not just the combination of
two or more disciplines, but one discipline, which is facilitated by one or more
disciplines. Even though interdisciplinary approaches in Mathematics can arouse
students interest in learning Mathematics, it is not advisable in school curriculum. In
schools, it is difficult to implement interdisciplinary programmes. But, the teacher of
Mathematics can make the student aware of the topics in different subjects, where the
studied Mathematical knowledge can be applied. The teachers of the concerned
subjects should also generous to point out the topics in Mathematics, which are used
in developing their topics under study. There should be a co-ordination with
Mathematics teacher and other subject teachers. Since Mathematics is a type of
subject, which is most needed to develop other subjects, it can be used as a
component in many interdisciplinary combinations.
Although we have seen that Mathematics is an essential tool for other
disciplines, it is an entirely different kind of subject. Mathematics is completely
abstract, while other disciplines are closely tied to the physical world. As our nature,
we may shudder at the thought of anything, which is abstract, and consequently, some
of us may have a mental block against Mathematics. We may consider this with due
importance while moulding interdisciplinary courses involving Mathematics. Some

13

work should be done in convincing them the true nature of Mathematics and in
making them aware of the fact hat there is nothing so terrifying about the abstractness
of Mathematics.

5. Some Specific Interdisciplinary Programmes

The authors gathered the opinion of many Academicians and Experts in
curriculum planning about the interdisciplinary Mathematics programmes for Under
Graduate Courses. All of them suggested that the syllabus of Mathematics should be
selected with immense care, so that the student might feel that the proposed portions
of Mathematics are indispensable for him to study his optional subject. For example
let one student opts an interdisciplinary programme in Commerce-Mathematics; the
programme is intended for him to study Commerce using the Mathematics that he is
getting from the course itself. The syllabus of Mathematics should be so designed that
it should give all the fundamental ideas needed in studying the prescribed portions in
Commerce. But, it is not necessary to limit the subjects in two, can be more than that.
When selecting a third or fourth subject, the experts who are preparing the syllabus
should bear in mind that the selected subjects will go with Commerce and
Mathematics.
We can propose a number of interdisciplinary programmes involving
Mathematics like the one above. A list suggested by experts is given as Appendix. In
all those programmes, the portions should have to be selected with utmost care and
deliberation. For example, when we select portions of Mathematics to include in a

14

programme Mathematics-Physical Science, we could not avoid Complex Analysis,

Calculus, Fourier analysis, Laplace Transforms, Matrics, Vector spaces, etc.
Continuous and discrete Fourier transforms, the Fast Fourier Transform, Wavelet
Transforms, Mathematical theories of Space and Time may also be included. When
we select portions of Mathematics to include in a programme MathematicsEconomics, we have to include Relations and Functions, Limits and Continuity,
Compact sets, Convex sets, Calculus, Difference and Differential Equations,
Separating hyperplanes, Lower and upper hemi-continuous correspondences, Fixed
Point Theorems, Optimal Control, etc (http://www.ucalgary.ca). Likewise, in a
programme Mathematics-Actuarial Science, the portions from Mathematics are to
be selected so that a student will not feel difficulty in studying the portions prescribed
in Actuarial Science. In Actuarial Science, the student have to cover portions in Life
Contingencies like the survival function, force of mortality, life tables, analytical laws
of mortality, life insurance, continuous and discrete life annuities, recursion equations,
benefit premiums, insurance and annuity models, multiple life functions, Multiple
decrement models, pension funding cost method, retirement and salary components,
etc. For studying these concepts, they student should have attained certain knowledge
in Mathematics. Hence in an interdisciplinary programme in Mathematics-Actuarial
Science should contain the portions from Mathematics which makes the study of the
programme easy.

For a programme in Mathematics-Demography, the student

should get the Mathematical knowledge to study portions prescribed in Demography,

such as, measures of mortality, measures of fertility, measures of morbidity,

15

Demographic characteristics and trends, evaluation of demographic data, projections

for stable and stationary populations, actuarial applications of demographic
characteristics and trends. We can mould a number of such interdisciplinary
programmes involving Mathematics which makes the learning process of
Mathematics more appealing and fruitful.

6. Conclusion
the world today which leans more and more heavily on Science and
Technology, demands more from Mathematics. No, doubt, the world of tomorrow will
make still greater demands from Mathematics. Even though Mathematics is one of the
most practical subjects of study, learners everywhere feel it more impractical and dull.
The interdisciplinary programmes in Mathematics will make the subject more
attractive and meaningful.

Acknowledgement
The authors wish to thank University Grants Commission of India, for the
financial support in the form of Post-Doctoral Research Award to the first author in
pursuing this research.

References

16

1. Anice James, Teaching of Mathematics, (First Edition), Neelkamal Publications,

Hyderabad, India, 2005

2.

Bell, E. T., The Development of Mathematics, McGraw Hill, New York, 1940

3.

Benjamin, H., The Teaching of Secondary Mathematics, (Ed.), McGraw Hill,

USA, 1960.

4.
5.

Clawson, C. C., Mathematical Sorcery, Viva Books, India, 2004.

Grubel, H.G. and Boland, L.A. , On the Effective Use of Mathematics in
Economics, Kyklos 39: 41942, 1986

6.

Guilferd, J. P and Fruchter, B. , Fundamental Statistics in Psychology and

Education, (Sixth Edition), McGraw Hill Ltd. , 1970

7.

Kulshrestha, A. K. , Teaching of Mathematics, (Third Edition), Surya

Publications,

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Meerut,

India, 2005

Mercykutty, A., Developing and Testing Models of Teaching Mathematics

Using Environmental Resources, Doctoral Thesis (Unpublished), University of
Kerala, India, 1996

9.

Rees, P. K., Principles of Mathematics, Prentice Hall, NJ, 1965.

10. Sidhu, K. S. , The Teaching of Mathematics, (Fourth Edition), Sterling

Publishers, New Delhi, India, 1995
11. Tannee, H. and Jones, S., Becoming Successful Teacher of Mathematics,
Routledge Falmer, 2000

17

12.

Tikhomirov, V. M., Stories about Maxima and Minima (translated),

Universities Press India, 1998.

Web sites:
1.

http://www.ucalgary.ca/

Jan, 2007

2.

http://www.dundee.ac.uk/

Jan, 2007.