A Review of U.S. Education Policy on Integrating Science and Mathematics Teaching and Learning

Bibliographic Data

ID22047479
AuthorsLiza Bondurant (0000-0001-8069-2382, Mississippi State University), Lacey Fitts (0009-0009-3770-2122, Mississippi State University), Jessica Ivy (0000-0001-7226-5831, Purdue University Northwest, corresponding author), Dana Pomykal Franz (Mississippi State University), Anna Wan (0000-0002-3182-5545, University of Southern Mississippi)
Year2025
Volume15
Issue12
Pages1687
Publication date2025-12-15
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15121687
OpenAlexW4417318319
LanguageEN
Citations received1
References cited9

Current calls to integrate science and mathematics in PK-16 education build on decades of prior initiatives, yet the United States still lacks consensus on what integration entails and consistent policies to support it. This study systematically reviews current U.S. policies to identify guidance on the preparation of teachers to integrate science and mathematics. Given that teacher preparation is inherently connected to PK-12 policy, we also review PK-12 policy guidance focused on dual or integrated teacher endorsements, school designations, and PK-12 science and mathematics learning standards. Drawing on an established framework that defines meaningful integration as authentic problem solving supported by the use of multiple STEM disciplines, we examine the degree to which current policies enable such practice. Our findings reveal recommendations for integrating science and mathematics, yet policies overwhelmingly reinforce a siloed approach. We argue that misalignment between teacher preparation policy and PK-12 policy creates a circular problem: teachers cannot be expected to implement integrated science and mathematics instruction without adequate preparation, yet preparation programs have little incentive to design coursework for an instructional approach not systematically supported in PK-12 settings. Clarifying and aligning these policies is therefore essential for advancing coherent, scalable integration across the PK-16 system

Coursework · Educational technology · Incentive · Policy analysis · Science education · Science learning · Teacher education · Technology integration · Educational Assessment and Pedagogy · Mathematics Education and Teaching Techniques · Science Education and Pedagogy

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