Science and mathematics integration
has long been recommended as a way to increase student conceptual understanding
of, interest in, and motivation to learn both subjects. Recent interest in STEM
education has also lead to calls for increased integration of these areas in
order to provide students with the critical tools they need to deal with the
multi-faceted and complex problems of sustainability that they will face as citizens.
However, attempts to develop a model to integrate just two of the STEM
subjects, that is, science and mathematics, have not resulted in a consensus
regarding optimal curricular organisation. This research therefore has designed
and developed a CISA (Critical Integrated Skills and Activities) Model for
assisting teachers to integrate mathematics into science. The theoretical
premise of the model is that the science curriculum should preserve its
disciplinary structures, while acknowledging its interdependencies on the other
disciplines, in order to best assist students to adapt and transfer their
knowledge for now-unknown future needs. This paper reports on the design and
development of exemplary curriculum materials based on an integrated conceptual
framework, and their subsequent formative evaluation by subject matter experts
and by teachers. The outcome is a set of design principles for the development
of integrated mathematics into science materials. However, although the CISA
Model offers a practical, systematic and coherent approach to integration of
mathematics into science, its adoption may be constrained by attitudinal,
contextual and affective factors. This study suggests that curricular models
also need to take account of the subject subculture, school structure and
teacher subject identity issues that impact on the curricular choices that
teachers make.