Introduction

Teaching that integrates the curriculum is often set as a goal for the middle school but is not so often reached. Some subjects seem to fit together naturally; for example, social studies with literature and even science. But mathematics can seem the most difficult to incorporate into interdisciplinary planning. Even so, the National Council of Teachers of Mathematics (NCTM) urges math teachers to "enhance students' understanding of mathematics by using other disciplines as sources of problem solving" (2000, p. 278). It is through an integrated unit of study that students can see measurement and data analysis in the context of science, or improve their sense of shape, symmetry, and similarity through the study of art. Applying mathematics to other subject areas helps students see where mathematics fits into the world at large.

This publication offers online resources that connect mathematics to three subject areas: social studies, art, and science. Each section contains lesson plans, problems to solve, and examples of mathematics at work within contexts not usually associated with school mathematics. What is the point of integrating these disciplines? NCTM has reached this conclusion: "If all the middle-grades teachers in a school do their best to connect content areas, mathematics and other disciplines will be seen as permeating life and not as just existing in isolation" (p. 279).

Reference

National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: Author.

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by Terese Herrera

Terry Herrera taught math several years at middle and high school levels, then earned a Ph.D. in mathematics education. She is currently a resource specialist for the Middle School Portal. Please email any comments to: msp@msteacher.org

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Copyright October 2006 — The Ohio State University. This material is based upon work supported by the National Science Foundation under Grant No. 0424671. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This work is licensed under a Creative Commons License.