The Quest for Integration
School Mathematics and Science
Bibliographic Data
| ID | 11366296 |
|---|---|
| Authors | Andrew Isaacs (corresponding author), Philip Wagreich, Martin Gartzman |
| Year | 1997 |
| Volume | 106 |
| Issue | 1 |
| Pages | 179-206 |
| Publication date | 1997-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/444180 |
| OpenAlex | W2052665259 |
| Language | EN |
| Citations received | 1 |
| References cited | 6 |
The importance of comprehensive reform-oriented curricula for the wide-scale improvement of elementary school mathematics has long been recognized. This article is a case study of one such curriculum, Math Trailblazers, from the Teaching Integrated Mathematics and Science (TIMS) Project at the University of Illinois at Chicago. Math Trailblazers and other TIMS materials attempt to integrate mathematics and science by emphasizing science as method and by focusing on a small set of variables that are thought to be fundamental. The TIMS materials are examined in a framework that considers the meaning of math and science integration and its possible advantages and disadvantages, and the difficulties in writing and implementing integrated materials
Connected Mathematics · Curriculum · Epistemology · Everyday Mathematics · Integrated curriculum · Integrated mathematics · Math wars · Mathematics education · Meaning (existential · Pedagogy · Physics · Reform mathematics · Scale (ratio · Science education · Set (abstract data type · Sociology · Computer Science · Education Methods and Practices · Mathematics · Mathematics Education and Programs · Mathematics Education and Teaching Techniques
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2021 - 2021 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |