A Framework and a Research Design Proposal to Identify Preservice Teachers’ Integration Performance of Science and Mathematics

Author:

Cavadas BentoORCID,Rézio Sofia,Nogueira João Robert,Branco Neusa

Publisher

Springer Science and Business Media LLC

Subject

Education

Reference47 articles.

1. Aguirre-Muñoz, Z., Yeter, I. H., Garro, E. S. L., & Koca, F. (2021). Building teachers’ capacity to integrate science and math content: Implications for professional development and learning. Journal of Science Teacher Education, 32(1), 62-84. https://doi.org/10.1080/1046560X.2020.1789814

2. An, S. A. (2017). Preservice teachers’ knowledge of interdisciplinary pedagogy: the case of elementary mathematics-science integrated lessons. ZDM Mathematics Education, 49, 237-248.

3. An, S. A., & Tillman, D. A. (2018). Preservice teachers’ pedagogical use of “Gerrymandering” to integrate social studies and mathematics. Journal of Mathematics Education, 11(3), 33-53.

4. Australian Mathematical Sciences Institute (AMSE) Gene Technology Access Centre & ReMSTEP (2016). The Sweet ‘Bees-ness’ of Honeycomb and the Mathematics of Hexagonal Geometry: Teacher answer booklet. Australian Mathematical Science Institute. Gene Technology Access Centre. ReMSTEP.

5. Baxter, J. A., Ruzicka, A., Beghetto, R. A., & Livelybrooks, D. (2014). Professional development strategically connecting mathematics and science: the impact on teachers’ confidence and practice. School Science and Mathematics, 114(3), 102–113.

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