Science
   Updated: Feb 2000


Education Department of WA


 
Teaching & Learning | Case Studies of Integrated Teaching | Armadale Christian College


School Snapshots - Armadale Christian College
Integrating Mathematics with Other Learning Areas

Description of Integration

Alexandra Hugman, a Mathematics teacher and Rachael Stampfli, a Social Science teacher, initiated an integrated Mathematics/Social Science project for their Year 10 class during 1997. The project integrated a Social Studies topic on World Environment and a Mathematics topic on Statistics. The Principal supported and encouraged the integration project which involved the students over a three-week period with a total of 30 lessons (4 social studies and 6 maths per week).

The students were required to research developed and developing countries and perform various statistical analyses of the data they collected such as mean, mode, median and standard deviation. The students also were required to present their data in graphical form. The students worked in groups with each student having an individual component of research on two countries. The final assignment comprised a portfolio of the group work including the individual work.

The school is a small school on the outskirts of the metropolitan area. The Principal invited the researcher to come and visit the school and talk to the teachers about the integrated project they have been implementing. The Mathematics teacher, Alex Hugman, has done work in integration in the UK and in Bunbury, WA and initiated the integration with the Social Studies teacher, Rachael Stampfli. The teachers were interviewed and asked about the nature of the integrated project, the positive aspects of the project and the difficulties they had encountered.

What the Teachers saw as Positive about the Integration Project

  • Links were made between Social Studies, Maths and Computing.

  • Students could see the practical application of Maths rather than doing meaningless exercises.

  • Students seemed to enjoy the assignment work.

  • Focus was on choice for students and research.

  • Group work and cooperative learning was encouraged.

  • Mathematics was more relevant.

  • Teachers cooperated and developed professionally.

  • Students benefit from teacher enthusiasm on new project in integration.

What the Teachers saw as Difficult about the Integration Project

  • Limited resources (books) were available at the school on this topic.

  • Students needed to focus on the task.

  • Some students weren't sure of information even with assignment guide and cover sheet.

  • Some students didn't like Maths but liked Social Studies and vice versa, therefore they didn't like doing the integrated topic.

General Comments from Teachers

  • DOTT time became communication with other teacher time.

  • Planning time was essential.

  • The assignment needed to allow for the mixed ability group and to contain open ended tasks.

  • The Social Studies teacher did not always know answers to students' Mathematics questions and vice versa.

  • Review and evaluation was carried out by both students and staff and the 1998's project was modified accordingly.

Comments from Principal

  • The initial time investment became less in the second and subsequent years.

  • A by-product is the development of teacher skills into new areas of the curriculum.

  • This approach is very consistent with the WA Curriculum Framework.

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