Enhancing middle school mathematics through interdisciplinary integration
A 21st-century approach
Bibliographic Data
| ID | 22437310 |
|---|---|
| Authors | Shailaja Bairy (0009-0000-3208-7831, Manipal Academy of Higher Education, corresponding author), Neeta Inamdar (0000-0003-4230-8583, Symbiosis International University) |
| Year | 2026 |
| Volume | 5 |
| Issue | 1 |
| Publication date | 2026-01-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discover Education (JOURNAL) |
| Journal identifiers | ISSN: 2731-5525 • E-ISSN: 2731-5525 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s44217-025-00877-w |
| OpenAlex | W7119931725 |
| Language | EN |
| References cited | 20 |
Subject integration in mathematics is increasingly recognized as a catalyst for collaborative, 21st-century learning, fostering the development of critical thinking and problem-solving. This study synthesizes and pictorially illustrates a series of interdisciplinary activities that can be embedded into micro-projects for middle school students, while also providing a concise theoretical background and literature review outlining the strengths, challenges, and opportunities of interdisciplinary integration in mathematics across multiple dimensions. Drawing on constructivist and problem-based pedagogies, in alignment with the National Education Policy 2020 (India), this study does not detail/investigate a single intervention but instead provides an account of multiple classroom-based experiences, illustrating concrete strategies for improving engagement and conceptual-understanding via subject-integrated activities for project-based learning in maths. It connects mathematical concepts with students' lives and other academic streams by utilizing hands-on projects, real-life applications, and STEAM-based challenges, thereby fostering a more holistic understanding. The discussion includes key points on evaluation of a representative micro-project and synthesizes overarching outcomes observed across all listed evidence-based interdisciplinary activities, thus demonstrating the potential of integrated learning to advance mathematical literacy, foster adaptability, and promote comprehensive educational development in varied contexts.
Critical thinking · Reform mathematics · Education Practices and Evaluation · Innovative Teaching and Learning Methods · Interdisciplinary Research and Collaboration
| Highly cited | No |
|---|