Barriers to integrating math and science.

1
Barriers to integrating math and science.

• Presented by
• Sandy Vilips
• Kelly Oldfield
• Theresa Isaacson
• ELED 415

2
Current Situation

• Research shows that a real connection needs to be
  made between math and science education
• America is no longer a world contender when it
  comes to educating our youth in math and science.
• The implications of this failure affects the
  American Technological leadership and the broader
  economy.

3
Current situation

• We have developed a shortage of highly skilled
  workers and a surplus of lesser-skilled workers,"
  warned Federal Reserve Board Chairman Alan
  Greenspan... And the problem is worsening.
• "We're graduating too few skilled workers to
  address the apparent imbalance between the supply
  of such workers and the burgeoning demand for
  them," Greenspan added.
• http//www.businessweek.com/technology/content/mar
  2004/tc20040316_0601_tc166.htm

4
Global competition

• In 2000, a stunning 38 of U.S. jobs requiring a
  PhD in science or technology were filled by
  people who were born abroad, up from 24 in 1990,
  according to the NSB.
• Doctoral positions at the nation's leading
  universities are often filled with foreign
  students.

5
Global competition

• By the time U.S. students reach their senior year
  of high school, they rank below their
  counterparts in 17 other countries in math and
  science literacy, according to the Third
  International Mathematics and Science Study,
  completed in 1996-97.
• In physics, U.S. high school seniors scored last
  among 16 countries tested.

6
Global competition

• NSTA reports that just 26 of 2003 high school
  graduates scored high enough on the ACT science
  test to have a good chance of completing a
  first-year college science course.
• That's one reason why enrollments of U.S.
  students in science and engineering majors has
  been flat or declining -- even as demand for many
  of these skills increases.

7
What do we do?

• NCTM suggests the need for students to be
  scientifically and mathematically literate.
• Benchmarks set need to be met to create
  scientifically literate students.
• Educational tools should allow students to make
  sense of the world around them.
• Connections and integration need to be
  commonplace in the school system.

8
What does the research tell us?

• Attempts to integrate/connect math and science
  with other subjects is becoming more common.
• Math and Science Integration programs are created
  and put into action Teaching Integrated
  Math/Science (TIMS), Activities Integrating
  Math/Science (AIMS) and Illinois State University
  s Center for Mathematics, Science and Technology
  (CeMaST).

9
Barriers to integration

• Why are we not seeing more integration then?

10
Problems with Integration Who is Teaching?

• cbs11tv.com - Video Library 
• Chronic shortage of Math Science teachers in
  U.S.
• 2003 Department of Education figures show the
  following states with the biggest shortages
• Delaware, Missouri, North Carolina, Texas, and
  Illinois

11
Problems with Integration Attrition

• Math teachers have highest turnover rates at
  16.4.
• Science teachers have second highest turnover
  rates at 15.6.
• Stress on teachers equates to high attrition.

12
Problems with Integration NCLB

• Science is not used to determine AYP (Adequate
  Yearly Progress) in NCLB
• Federal requirements Science needs to be
  assessed at elementary, middle, and high school
  levels in all states by 2008
• Illinois already in compliance testing at grades
  4, 7, 11

13
Problems with Integration NCLB

• Center on Education Policy published a study in
  2007
• 44 of national school districts have increased
  time for Reading Math by cutting time from one
  or more of Science, Social Studies, Art, Music
  and Gym.

14
Problems with Integration NCLB

• A 2007 study of San Francisco area elementary
  schools reported that 16 of teachers spent NO
  time on Science. These were predominately
  teachers at schools that were not meeting NCLB
  requirements in Math Reading.
• The same study said 80 of the area teachers
  spent less than one hour a week teaching Science.

15
Problems with IntegrationSpecialization

• NCLB requires secondary teachers to be certified
  in their content area.
• Middle school teachers are also generally
  specialized.

16
Problems with IntegrationSpecialization

• Teachers may not feel they have the experience or
  content knowledge to teach another subject area.
• Teachers may feel their discipline gets lost in
  the integration.
• In-service teachers may view integration as
  additional work or may not want to change their
  teaching views or methods.

17
Problems with IntegrationSpecialization

• Schools are structured to departmentalize each
  subject math teachers teach math, science
  teachers teach science.
• Developed programs like TIMS and AIMS are
  designed to be taught by a single teacher.

18
Problems with IntegrationMath Anxiety

• Pre-service teachers have it.
• In-service non-math teachers have it.
• Students have it.

19
Problems with IntegrationPhysical Barriers

• School buildings are not adequately equipped to
  handle math and science lab work.
• Physical classrooms may be separate, making
  collaboration problematic.

20
Problems with Integration Content

• Math
• Units not based on math.
• Primary level math is integrated information is
  not challenging.
• Wide gaps left in students understanding of
  important concepts.

21
Problems with Integration Content

• Science
• Science seeks to understand nature
• Math reveals order and pattern
• Math and science are fundamentally different
  enterprises, they each need specific attention or
  the differences need to be noted.

22
Problems with Integration Content

• Math Science have different ways of organizing
  knowledge.
• Content may be sacrificed for the sake of
  integration.
• Context may cloud the principles being taught.

23
Two recent studies reveal math and science
integration problems
24
Two recent studies reveal math and science
integration problems

• Study One
• Preparing Middle Level Preservice Teachers to
  Integrate Mathematics and Science Problems and
  Possibilities
• Hari P. Koirala Jacqueline K. Bowman
• School Science and Mathematics
• 103 no3 145-54 March 2003

25
This study examines the development and
implementation of a team-taught, integrated
middle level math and science methods course.

• The authors state two primary reasons for
  conducting the study
• 1.Teachers lack content knowledge
• Science teachers lack math expertise
• Math teachers lack science expertise
• 2.Preservice teachers lack experience with
  courses which are team taught where math/science
  integration is modeled.

26
Participants and data collection methods

• Three different groups of preservice teachers
  enrolled in teacher certification program over
  three years. Subject primarily lacked expertise
  in both math and science.
• Data collection included course materials,
  student work, journals observations and
  interviews, field experiences.

27
Results and discussion

• Three themes emerged
• appreciation of integration model
• tension in integration model
• absence of integration model

28
Appreciation of integration

• Preservice teachers understood and appreciated
  the notion of integration through the team
  teaching approach.
• Integration provides mutual support system for
  the two subjects.

29
Tension in integration

• Preconceived notion of seamless integration.
• In reality, seamless integration is nonexistent.
• example variable
• --variables in science carry specific meaning
• --variables in math (x,y,z) are not immediately
  assigned a value
• Lack of content knowledge interfered with smooth
  integration process

30
Absence of integration

• Some content area topics do not integrate at all.
  For example
• math-- positive and negative integers
• science-- scientific method
• Field experiences lacked opportunities for
  preservice teachers to see math and science
  integration in the classrooms.

31
Two recent studies reveal math and science
integration problems

• Study Two
• Examining Instructional Practices of Elementary
  Science Teachers for Mathematics and Literacy
  Integration
• Douville, P. Pugalee, D. Wallace, J.
• School Science and Mathematics
• 103 no8 388-96 Dec 2003

32
This study characterized the current practices
of a group of elementary teachers relative to
their development ofinterdisciplinary links
between science, mathematics and literacy.

• The authors state two primary reasons for
  conducting the study
• --Problem Science is often de-emphasized
• due to focus on high stakes testing in math
• and reading.
• --Findings underscore need for professional
  developmentto integrate science, mathematics
  and literacy.

33
Participants, procedures, data sources

• ---55 elementary teachers (3rd, 4th, 5th grades)
  in 3 school districts (1 urban, 2 suburban)
• ---Qualitative approach descriptive information
  collected based upon focus questions
• ---Analysis of open-ended survey, focus group
  interviews, teacher produced curriculum guides,
  instructional strategy charts and lesson plans

34
Focus questions

• Describe a science lesson that you used during
  the past year in which you integrated mathematics
  and literacy.
• List three to five specific strategies that you
  find most beneficial to integrating mathematics
  and literacy into science instruction.
• Describe the planning process, including
  resources you use in developing an integrated
  unit of instruction.

35
Results

• Question One
• Teachers report that measurement was primary
  means of math integration(54). Graphing was
  second means of math integration (36). 10
  report no math integration at all.
• Teachers report more avenues for literacy
  integration. Students produce various printed
  materials brochures, poster, reports, oral
  presentations. Plus non-fiction reading material.
  

36
Results continued

• Question 2
• 56 of teachers surveyed indicate measurement,
  graphing and reading as primary strategies for
  science/math/literacy integration.
• Other strategies listed include use of research
  and supplemental material, curriculum planning,
  hands-on experiments, science process skills,
  journal writing, research papers.

37
Results continued

• Question 3
• Over 80 listed consultation with state and local
  curricular guidelines as primary component to
  instructional design process.
• At least 70 reported follow textbook framework.
• 30 report internet use for instructional
  planning.
• Less than 10 report including hands-on
  experiments.
• Less than 5 report planning with colleagues.

38
Conclusions

• Teacher emphasis on their use of resources rather
  than actual strategies for instruction planning.
• Lack of conceptual connection related to
  integration. Only a random approach to
  integration.
• Teachers (43) indicate the importance of
  hands-on experiments but only 6 report the use
  of this strategy in their classrooms.
• Predominant use of measurement as a topic for
  math/science integration. Or reinforcement of
  basic math skills.
• Little emphasis on using informational text as a
  way to integrate literacy through a science
  format.

39
Educational Implications

• When students make conceptual connections within
  a well integrated curriculum higher order
  thinking skills are required in order to problem
  solve.
• Meaningful professional development and support
  for math/science integration must be implemented
  or increased.