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BIO-MATH CONNECTION - addresses obstacles with it interdisciplinary PBL (project-based learning) modules designed to connect math and biology.

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Interdisciplinary - focused on a single content area without including other content areas

Cross-disciplinary - using one contents application to provide context to another

Multidisciplinary - discussion of an issue from the perspective of two content areas

Interdisciplinary - disciplines are less discernible as instruction begins to move away from discipline-specific approaches towards a seamless integration of content

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Integration of math and science in the past has failed even though multiple attempts have been made to reform curriculum.

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Integration of math and science in the past has failed even though multiple attempts have been made to reform curriculum.

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CCSS, NGSS, 21st Century Skills, PBL

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Some reasons for unsuccessful integration are... 

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Some reasons for unsuccessful integration are... 

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Secondary teachers see themselves as experts in their own field, but not in other disciplines.

Time management is an issue when planning across disciplines.

Appropriate access to resources is not available.

Organization of curriculum is also a strain in integration.

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BMC modules were made by a team

Teachers attended a PD over BMC module integration

18 teachers (9 teams) volunteered from multiple states

Teachers went through interview series

Researchers gathered themes from interviews

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Themes that emerged from the interviewing process:

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Themes that emerged from the interviewing process:

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1. Standards

1. Pressure to cover everything

2. Level of control

1. No flexibility from district

3. Assessment

1. Teacher outlook - does it drive instruction or not?

4. Fit

1. Resources applicable to both contents

2. Schools mission

5. Teacher knowledge, skills, and abilities

1. Pedagogical content knowledge (PCK)

6. Collaboration

1. Challenging to establish and maintain (especially in secondary setting)

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Math teachers used the term applications and referred to their own skills being taught in the real world.

Science teachers made connections among other disciplines.

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More supports are needed for teachers across disciplines.

IPCK (interdisciplinary pedagogical content knowledge) - not exclusively focused on inquiry or anchored in a single discipline

This will require coordinated, systematic change

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In Brown et al. the article has a graphic that represents how hard it is for math educators to connect content to real life. It also discusses how science teachers are able to easily integrate real life connections into content

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In elementary education I believe it's easier to plan interdisciplinary practices for a few reasons:

We are trained in all subjects.

In some instances we are asked to teach multiple subjects.

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I have STEMscopes which is an awesome resource that shows how to integrate science with any subject.

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In trade-off number 5 (teacher knowledge, skills, and abilities)

it sounds like a few of the teachers are frustrated methodologists.