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In this paper we explore three strategies that can be used to overcome the relative disciplinary isolation of science and mathematics in the traditional high school curriculum. The strategies are: essentializing, contextualizing, and problem-centering. The differences among these integrative strategies are rooted in the goals of the interdisciplinary curriculum and the purposes of the discipline driving the integration. Our research on interdisciplinary pre-collegiate programs was made possible by generous funding from the Atlantic Philanthropies. This paper is the product of collective thinking and active discussion among our team members, all of whom contributed to the development of the ideas contained in this paper. Constructive commentary by our colleagues Howard Gardner, Michelle Cheuk and Caitlin O’Connor helped shape the paper and make it more readable. Nothing is easy about integrating mathematics and science into the rest of the precollegiate curriculum. The challenge comes from the specialization of knowledge in these areas, the use of different sets of terminology, as well as a tradition of teaching these subjects in a way that emphasizes singular facts and precise tools over broad concepts and generalizable ideas. Integrative Strategy #1: Essentializing Fostering conceptual thinking in mathematics and science Essentializing is an integrative strategy designed to take students’ thinking beyond the facts and tools of science and mathematics to the level of the underlying ideas that expose their relatedness. Algebra and geometry, physics and biology, history and geology can be brought together around core concepts such as linearity, change, and scale. Integrative Strategy #2: Contextualizing Weaving mathematics and science into the history of ideas. Integrative Strategy #3: Problem-centering Applying math and science to solving real-world problems. An Energetics unit, for example, is explored through statistical analysis (mathematics), biochemistry and thermodynamics, discussion of the value of the fur trade in the colonization of North America (history), writing a research paper (English), and using personal digital assistants (PDAs) for data collection (technology).
Tags : atlantic philanthropies, algebra and geometry, constructive commentary, interdisciplinary curriculum, biology history, precise tools, math and science, strategy content, collegiate programs, school curriculum, cheuk, howard gardner, science teaching, history of ideas, relatedness
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