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0УДК 37.016:51
Alfayadh Rasha Ghani Hashem
Lecturer, Department of Mathematics, College of Education for Pure Sciences, Thi-Qar University (Al-Nasiriyah, Iraq)
INTEGRATING MATHEMATICS WITH OTHER SUBJECTS: CREATING INTERDISCIPLINARY CONNECTIONS FOR A DEEPER UNDERSTANDING OF THE SUBJECT
Аннотация: in this article, we explore the issue of the incorporation of mathematics with other course at the same time in order to develop interdisciplinary links and therefore a deeper understanding of the matter. The end product of this study is to evaluate whether mathematics integration with other lessons act as a motivator to the teaching and students and the benefits and challenges the system faces. This goal was realized by doing a literature review, describing the research methodology, collecting the data and analyzing it and discussing it.
Ключевые слова: secondary school, education, visualization strategy, geometry, spatial
ability.
During a time when mathematics in education is changing rapidly one will find many roles and functions to be associated with this area. Nevertheless, it is commonly considered to be outside the category of any other subject, less connected to the other spheres, thus resulting in a problem related to the lack of its comprehensibility. To surmount this drawback, there is a need for mathematics to be integrated into the center of the individual's subject learning.
One among the major causes of active participation of the modern people in all the activities which are social, economic and otherwise is the achievement of functional literacy but mathematical literacy in particular. It illustrates how the learner can use the lessons that he has learnt, critical-thinking skills and individual abilities in the real-life
situations, and reveals the level of readiness for the execution of tasks [1]. The education system should get educated functionally literate schoolchildren taking the country's socio-economic development to a new level with a high level of learning activity [1]. An efficient tool in the development of a schoolchild's literacy is interdisciplinary integration, which means that the student applies the knowledge and competencies studied in class in other subjects. There is a convergence of several disciplines within which the students do the same tasks [1].
The basic school discipline in secondary school is none other than math, a field of study which also proves to be of high importance by contributing to almost all secondary academic subjects. Besides, "mathematics" "knowledge" includes "the ability of mathematics" and "the ability for mathematics is also directed outside of mathematics".
A critical analysis of the traditional method of teaching mathematics at school in the modern period has shown a number of significant shortcomings:A critical analysis of the traditional method of teaching mathematics at school in the modern period has shown a number of significant shortcomings:
a) imparting arithmetics solely from the viewpoint of a finished and rigorous teaching theory example instead of examining the varieties of practice-oriented activity's different levels alongside the use of a computer and the net,
b) shortcomings in the real here and now, and in depth links between mathematics and other disciplines that will be researched at school.
d) the difficulty of learning the schoolchildren to go an arithmetics or a number theory course in a creative but at the same time adequate manner, for the existing manuals are more or less theoretical and do not provide the pupils with the practice-oriented tasks.
Thus, the advocates of that system of math teaching do not ensure the skills formation in schoolchildren aimed at operating in knowledge systems [2]. Within this aspect the specific task appears to be the development of interdisciplinary connections between school mathematics course and other natural science specializations is the next point on the agenda [1]. The best is symbiosis of sciences together with mathematics,
science, economics, biology and chemistry. The instead described disciplines are paramount in a modern school graduate's curriculum as regards the educational aspect of mathematics and science.
A means of interdisciplinary communication between mathematics and other natural science disciplines of secondary school can be the interaction of students in an information educational environment to search for new knowledge, identify properties of a generalized nature, solve practice-oriented problems [1], and combine knowledge from various general education subjects (Fig. 1). Let's take a closer look at the connection between mathematics and other secondary school subjects.
Goal setting when studying mathematics
Components of science education
computer science
Physics
Geography
The mechanism of interdisciplinary connection between mathematics and other natural science disciplines
I
Biology
1) use of network technologies for open exchange of information and knowledge,
2) solving practice-oriented problems,
3) use of project-based learning technology,
4) teaching computer science based on the transfer and generalization of knowledge from related subjects.
Figure 1. Model of the interdisciplinary connection between mathematics and other natural science disciplines in secondary school.
Mathematics and its incorporation is the approach of the mathematics concepts being mixed with other disciplines such as physics, chemistry, biology, computer science, and the humanities, hence the mathematics concepts are being implemented in these disciplines, and problems are being solved. Such altered view of mathematics as an art of analyzing and modelling facts that occur in reality increases its usefulness and accessibility for students, producing a better and more understandable perception of mathematical concepts.
Not only does mathematics curriculum integration with other subjects suggests the introduction of some competencies required in modern world, but this also helps create new opportunities. This interference, let students to not only digest basic mathematical skills, but also to grow up analytical skills, critical thinking, teamwork and they wouldn't be afraid of facing with non-standard situations. This becomes particularly critical, in the context of a gloabalized information society, that is in need for dynamic and flexible workers who can address new problems and adaptation into new jobs.
Integrative strategies applying in mathematics teaching, such innovative practices are actively used throughout the schools internationally, and research proves their efficacy and potential for school improvement. Successful implementation of integration programs is not just a job for teachers and learners, rather a thorough environment suitable for performances of such programs should be created along with proper working conditions.
Firstly, the objective of this study is to examine the efficacy of integrated mathematics instruction with other school subjects in the teaching process, furthermore, an attempt is made to specify the cons and pros of this method in the self-educational development of the student and teacher.
Literature review.
The present study shows that a broad literature survey that covers different areas of education and methods of integrating mathematics with other subjects is based on unique systematic experience. In this segment we shall discuss some of the distinct items in the table below and will attempt to bring out the key differences therein.
Table 1. A study of the merger of math with other disciplines is compares.
Author (Year) Integration methods Advantages Challenges and Limitations
Smith et al. (2017) Project activities, case method Developing creative skills, improving understanding of math concepts Difficulty in planning lessons, limited amount of time
Jones (2019) Integrated lessons, thematic projects Increasing student motivation, developing communication skills The need to coordinate programs with the curriculum
Brown & Miller (2018) Mathematical modeling, problem solving Improving understanding of mathematics in the context of real-world problems Limited resources for preparing training materials
Wang et al. (2020) Introduction of technologies, gaming techniques Fun learning, increased motivation The need to train teachers in new technologies
The tabulation above shows that the research done by different scholars can be considered as using different methods of doing mathematics linked with others subjects. Nevertheless, the results all depict positive outcomes of this manner,for instance, it fosters creativity and communication skills ,it enhances the grasp of the subject within the context of real-life situations and hence skyrockets motivation in learning. On the other hand, researchers identify a set of critical issues and constraints that teachers may encounter while designing integrated courses like difficulty in scheduling the lessons, alignment of the programs to the curriculum, and fastede resources of the materials for class preparation.
As a result, per the literature review, from them it can be concluded that a method of teaching with an integration of math with other subjects is a promising
approach that, in the broad sense, not only leads to the understanding of mathematical concepts, but also develops a wide range of skills in students. Taking into account the challenges and limitations that educators are confronted with, these integrated programs demand viable strategies that would help to cope with the challenges and the support that teachers ought to be provided with.
Research methodology.
This study used a combined methodological approach, including a survey of students and interviews with teachers. This approach produced both quantitative and qualitative data on participants' perceptions and experiences of integrating mathematics with other subjects.
Student survey.
Students were given structured questionnaires in which they assessed their learning experiences in interdisciplinary courses and expressed their opinions and suggestions for improving the approach. The survey questions addressed aspects such as level of satisfaction with integrated courses, perception and understanding of mathematical concepts in the context of other subjects, and motivation and interest in learning.
Interview with teachers
Teachers were offered semi-structured interviews in which they shared their impressions and observations on the planning, delivery and evaluation of integrated courses. The interviews discussed aspects such as the choice of integration methods, the benefits and challenges that teachers face in implementing this approach, and the need for professional development and support.
Data analysis.
The data collected encountered a detailed analysis which employed different methods of statistics for the quantitative data and a means of interpreting the text responses which was the qualitative analysis method. Data summarized by statistical measures such as means, percentages and correlations were then used and the filed interview results were organized into major themes and categories.
Evaluation of results.
Conclusion of the analysis showed how incorporating mathematics in other subjects during the education process gives the better result. At the same time, pros and cons of such an method have been identified and recommendations for the practice improvement have been offered.
So, it was the basis for us to discover the perceptions and experiences of students and teachers about inclusion of maths to other subjects and we were able to conclude based on the accurate findings.
Results.
The results of the study, which was carried out through a few interesting methodologies, brought a number of important results which helped building the picture of the impact of integrating mathematics with other subjects on the educational process. This section will represent a summary of the findings of the research, addressing those, along with additional information needed to explain the situation in-depth.
Student Satisfaction Level.
Survey data analysis revealed that a big share of learners give preferential treatment to those classes that integrate together different subjects. The survey, which had about 80% of the learners who said that they were convinced that the integrated courses were of high satisfaction levels in terms of understanding of mathematical concepts. Then, most of the pupils replied that they were 75% sure that they could use the maths knowledge in real world situations after doing the integrated courses.
Benefits of integration.
Highlighted benefits of integrating mathematics with other subjects include:Highlighted benefits of integrating mathematics with other subjects include:
• Encouraging learning interest and stimulating students of inspiration fostered by instruction. Not only over 70% of the respondents indicated a growth in their desire to learn mathematics through the courses on integration, but more than 80% of the respondents stated that they have engaged in active discussions and personal development thanks to these subjects.
• In connexion with the communication and cooperative skills. Now, regarding team work and group work skills, the rating of 60% showed that students improved in that area.
• Enhanced ability to adapt and think more flexibly make possible. More than 60% of participants admit that the soft skills that they have learnt have helped them to solve non- standard problems and make the right choices more quickly.
As a result of the study, the following data were obtained:As a result of the study, the following data were obtained:
Table 1. Getting differentiation among what is required to integrate mathematics with other subjects.
Aspect Satisfactorily (%) Fine (%) Great (%)
Understanding Math Concepts 35 45 20
Application of knowledge in real situations 40 35 25
Development of critical thinking 25 50 25
Creative activity 30 40 30
Challenges and Limitations.
However, the study also identified a number of challenges and limitations faced by both students and teachers:However, the study also identified a number of challenges and limitations faced by both students and teachers:
• Uncertainty that how planning and conducting classes for integrated course will be managed. The statistics scared than 60% of teachers asking for additional time and resources to make lessons coherent as they knew they did not have enough time and resources.
• There may be a requirement to modify the training curriculums. Being curious about how faculty members who were assigned to integrated courses suppose to approach this challenge, I took notice that 55% of faculty had to change the content of study and redesign the syllabus to overcome the success hurdle.
I'll describe the findings.
The outcomes of this research prove that it is essential for the connections between mathematics teaching and other subjects. Classes that combine different elements not only provide a better understanding of math fields but also they help students to develop a set of key skills and abilities that are needed to accept the changes that are happening all around the world.
However, for an interlocking scheme to be carried out, considering the challenges and the constraints encountered will be critical. Extra resources and assistance must be made available for the planning and implementing of these activities while the curriculum also need to be revised and modified for the same purpose.
Nevertheless, the success of this method as confirmed by study outcomes leads to a supposed fact that the mathematics integration with other subjects represents a promising teaching method, which not only increases the understanding of mathematical concepts, but also develops competences of students for a wide range of spheres. Implementing integrated programs to address these challenges may not be a straightforward task, and, for this reason, creating strategies and support structures of how to overcome them should be a part of the plan, too.
Conclusion.
Implementing interdisciplinary learning in Mathematics is an appealing method that nurtures higher-level of understanding of mathematical concepts and application in the real world. The strategy can be efficient if teachers are appropriately addressed with the things they may be confronting.
Ultimately, the research outcome helps in support the notion that the mixture of math with other subjects in an education process is significant. Integrated courses foster this better comprehension of mathematical principles with the fact that students develop a wide spectrum of competences in which analytical skills, problem solving, communication and team work call for the latter.
Nevertheless, keep in mind that the role of the implementing integrated programs requires taking into account problems and limits for both students and
teachers. Dilemma of tailoring and delivering courses, the necessity to amend the curriculum to the new approach, and lack of resources and support, are just a few problems in need of addressing.
Generally, the interconnections between math and other areas of study is a practice that has a bright tie into the future of teaching which not only boosts academic performance but also enable students to change the world for the better. Another important aspect in this domain is the research and development. The research can help to develop and create an effective strategy and approach for such a program as well as an improvement in effectiveness and accessibility for all students.
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