An Interdisciplinary Math and Science Curriculum for Middle School

Abstract

Mathematics and science are often taught separately, rendering students with a fragmented knowledge base unable to naturally integrate math and science into a coherent whole. Movements have arisen to offer solutions to this problem, basing their approaches, in large part, on the principles set forth by the National Council of Teachers of Mathematics (NCTM, 2000). In their document, Principles and Standards for School Mathematics, the NCTM calls for a reform to mathematics education, encouraging change that would allow students to discover their knowledge based on conceptual thinking and the exploration of mathematics in real world contexts (NCTM, 2000).

This thesis examines one such avenue of change, interdisciplinary education. Pedagogical literature is replete with articles and books on interdisciplinary curricula, and research shows that courses in which multiple disciplines are integrated, when compared to single-discipline courses, either benefit students equivalently or to a greater degree (Russo, 2011). Despite this, however, few first-hand accounts from the teachers who have implemented interdisciplinary curricula or created sample lessons can be found. This thesis is, therefore, motivated by the need for such concrete examples, offering an original sample curriculum for a course in which math and science, specifically pre-algebra and basic chemistry, are fully integrated. The ultimate goal of this curriculum is to teach students the beauty of math and science in a way that allows them to discover both the mathematics and scientific worlds.

This project begins by examining current interdisciplinary approaches to education in order to offer a context by which to view my original curriculum. My curriculum consists of a scope of sequence with nine units outlined, including topics covered, areas of integration, and the California Next Generation Science Standards and Common Core Math Standards applicable to each unit. For one of these units specifically, a unit on rates, proportions, and stoichiometry, I offer a more in depth view, providing lesson plans, labs, and assessments to serve as an example of what an interdisciplinary curriculum could look like in a Middle School environment and to provide a guideline and a vision for how it might be implemented. I implemented this unit in my own pre-Algebra class, and I offer a reflection on its creation and implementation, and examine its execution and efficacy in my classroom. In discussing my own experiences, I hope to offer other educators a personal view of the creation of an interdisciplinary curriculum, providing a “how to” guide, helpful tips, and both personal and student feedback, in the hopes that educators may draw from this work and extend upon it when considering implementing interdisciplinary curricula in their own classrooms.