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Giving Meaning to the Numbers

by: Jeff Marshall, Joyce Austin-Wade, and Bob Horton

When learning, students yearn for meaning, challenge, and relevance. Integrated learning fulfills these desires by limiting the compartmentalization of learning—providing a more coherent learning environment. Too often, mathematics and the physical sciences are taught as separate entities. Yet, many commonalities exist, especially between chemistry and Algebra II and between physics and pre-calculus (including trigonometry). This article presents three specific examples of an integrated curriculum approach that illustrates the connections between science, math, and physics through inquiry-based instruction. As a result, students’ learning experiences will become more meaningful and valued.


Type Journal ArticlePub Date 2/1/2007Stock # tst07_074_02_36Volume 074Issue 02

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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