Connecting Mathematics and Science in Undergraduate Teacher Education Programs: Faculty Voices from the Maryland Collaborative for Teacher Preparation

Abstract

The study reported in this paper investigated perceptions concerning connections between mathematics and science held by university/college instructors who participated in the Maryland Collaborative for Teacher Preparation (MCTP), an NSF‐funded program aimed at developing special middle‐level mathematics and science teachers. Specifically, we asked (a) “What are the perceptions of MCTP instructors about the ‘other’ discipline?” (b) “What are the perceptions of MCTP instructors about the connections between mathematics and science?” and (c) “What are some barriers perceived by MCTP instructors in implementing mathematics and science courses that emphasize connections?” The findings suggest that the benefits of emphasizing mathematics and science connections perceived by MCTP instructors were similar to the benefits reported by school teachers. The barriers reported were also similar. The participation in the project appeared to have encouraged MCTP instructors to grapple with some fundamental questions, like “What should be the nature of mathematics and science connections?” and “What is the nature of mathematics/science in relationship to the other discipline?”