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Authentic Integration of Mathematics and Science (AIMS) – A model for integrating Mathematics and Science. Presented by Páraic Treacy (NCE-MSTL, University of Limerick, Ireland). Difficulties Facing Irish Mathematics Education System.
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Presented by Páraic Treacy
(NCE-MSTL, University of Limerick, Ireland)
(RTE, 2010; State Examinations Commision, 2011)
“Prof Stephen Sparks said few pupils took maths beyond the age of 16 after being “put off” by test-driven lessons in primary and secondary school.
He said classes often focused on the dry “procedures” behind sums to make sure children pass exams instead of passing on a well-rounded understanding of the subject.”
The Telegraph (2012)
“[S]tudents should recognize and apply mathematics in contexts outside mathematics. Students need experiences applying mathematics concepts and representations to describe and predict events in almost all academic disciplines, as well as in the workplace as we develop a fully informed citizenry.”
- NCTM (2009, p.3)
Contextually-based, hands-on, cooperative group work involving plenty of discussion and inquiry comes highly recommended when designing integrative lessons for Mathematics and Science.
(Furner & Kumar, 2007; Frykholm & Glasson, 2005; Miller & Davison, 1999; Daniels, Hyde, and Zemelman, 2005)
Authentic Instruction positively affects pupil performance in:
(Lee et al, 1995; Newmann et al, 1996; Newmann et al, 1998; Newmann et al, 2001)
Example: combining Genetics and Probability through a single task.
Increase interest by using examples of celebrities and the traits their offspring might have…
“They (the students) really enjoyed it. After completing the lessons, they were really enjoying it and were saying ‘why is it over?’ to the extent that I was having to make my lessons so much more active because it was such a difference to the way I’d normally teach. The students really responded well to it.”
“This approach seems to make complete sense to me, where you would bring the mathematical concepts along with the scientific concepts…
I definitely think it’s a model that more teachers should use”
“Very positive opinion of the teaching model employed. I think the tasks were absolutely fantastic”
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Furner, J. and Kumar, D. (2007) 'The Mathematics and Science Integration Argument: A stand for Teacher Education', Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 185-189.
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National Council of Teachers of Mathematics (2009) 'Guiding Principles for Mathematics Curriculum and Assessment', 1-5, available: http://www.nctm.org/uploadedFiles/Math_Standards/NCTM%20Guiding%20Principles%206209.pdf [accessed 10th April 2010].
Newmann, F. M. (1996) Authentic achievement: Restructuring schools for intellectual quality, San Francisco:Jossey-Bass.
Newmann, F. M., Bryk, A. S. and Nagaoka, J. K. (2001) Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence?, Chicago:Consortium on Chicago School Research.
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