Yandara Gapila Patihah 122070007

Seva Zidan Solehudin 122070010

Dr.Surya Amami P.,M.Si.

Mathematics education: Promoting
interdisciplinarity with science and
technology
Maria Cristina Costa & António Domingos

Published online: 16 Nov 2022.

01 Introduction
 This paper aims to investigate a way of integrating mathematics,
science and technology in primary school. To achieve this purpose,
we report the case of two teachers who participated in a Continuing
Professional Development (CPD) programme with STEM contents
consisting in designing and developing interdisciplinary tasks.
Literature
Review 02
 In this section this study refer to the decline The need for STEM skills
in future careers and for an
in students’ interest for STEM and to the integrated approac
need to begin by motivating them for these
subjects in primary school. Also, teachers
are the corner stone of any pedagogical
intervention and it is crucial to promote their
Promoting teachers’
professional development. professional
development
 Background and
03 context of the
study
 In 2015, a group of university teachers
designed a Continuing Professional
Development (CPD) programme targeted to
primary school teachers, with a partnership of
local schools and a Continuing Training
Center.
Methodolog
y 04
 This study present the case study of two teachers, both aged 48
years and with 27 years of in-service experience, who participated in
the CPD programme during the 2016/2017 and 2017/2018 school
years. The study utilized a qualitative methodology and an
interpretative approach, data collection consisted in written reports.
 Data analysis
05 and
discussion
 Presents the case study of two teachers, who participated in the CPD
program. It highlights the positive impact of the program on the
teachers' practices and their students' learning outcomes. The section
emphasizes the interdisciplinary tasks developed by the teachers,
focusing on sound-related activities that integrated mathematics,
science, and technology. example is the Sound Meter application that
allows sound intensity measurements (in decibels) and can be used in a
smartphone or tablet.
 The teachers acknowledged the program's positive impact on students'
interest in STEM subjects. They valued the support from university
educators, especially the hands-on activities during workshops, and
considered educators' classroom visits crucial for promoting student
learning. And emphasizes the significance of collaborative and hands-on
approaches in teacher professional development programs.
Conclusions 06
We conclude that it is possible to promote interdisciplinarity
with mathematics, science and technology in the context of a
collaborative teachers’ professional development programme
that supports the teachers in tahe implementation of
interdisciplinary tasks in class.
 Summary of
Limitations of this
07 study and future
work
The study recognizes the need for further validation of these tasks
before proposing them to the wider community. Future work
involves discussing these tasks with other teachers in the CPD
program to improve and adapt them based on participants'
opinions and suggestions. Additionally, the study aims to
implement these tasks in the classrooms of other teachers and
compare the results with other groups to assess student
learning outcomes.
 Thanks
!
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