Making the Math-Science Connection

How intertwined are math and science? Consider how much conceptual overlap there is between mathematics and science instruction in the early grades. Children learn to count, order, classify, identify shapes, recognize patterns and measure objects – skills common to both mathematics and science. Young students are often encouraged to make their scientific descriptions quantitative by answering the questions "how many?" or "how much?" In short, primary students learn essential foundational science skills, even as they learn math, and vice versa.

A recent attention-grabbing study comparing the math content of Hong Kong's and Massachusetts' standardized 3rd grade tests found that Hong Kong's test put more emphasis both on number and measurement concepts than Massachusetts’ exam and included more demanding items. As noted by one of the study’s authors, “the more rigorous problems on the Hong Kong assessment demonstrate that, even at grade 3, deep conceptual understanding and the capacity to apply foundational mathematical concepts in multistep, real-world situations can be taught successfully.” This finding is especially relevant to much of the ongoing research in science and engineering education, in particular how these disciplines utilize the application of mathematics for solving real-world problems.

At the other end of the education spectrum, researchers examined what kinds of high school course work best prepares students for success in college courses for science majors. Unsurprisingly, high-school courses in biology, chemistry and physics prepare students for introductory college courses in the same fields. Yet the researchers also found that, "years of mathematics instruction was a significant predictor of performance across all college science subjects, including introductory college biology, a discipline not traditionally associated with strong mathematics preparation." (Science)

Currently, most state science standards fail to integrate mathematics concepts and applications successfully, even in high school. At best, states tend to list mathematics skills for grade spans that should be routinely applied. Many teachers, particularly elementary and middle school teachers – often generalists not certified in science or math – typically need more support than just a listing of science-related mathematics skills. Science curriculum, rich with examples of science lessons that seamlessly incorporate mathematics by requiring students to apply related math concepts and skills, would go a long way in making visible the fundamental bond between science and mathematics. There is no question that to improve science education and literacy in this country, students must have a strong foundation in mathematics. In the real world, math and science are intrinsically linked and they should be in the classroom as well.