1. Using Visualization to Make Connections Between Math and Science in High School Classrooms

2. Delwyn L. Harnisch, University of Nebraska, Lincoln
District 86 Township High School District:
Jim R. Polzin, John Brunsting, Susan Camasta, Heddi Pfister, Bob Mueller, Kris Frees, Kathleen Gabric
Ronald J. Shope, Grace University, Omaha

3. Before it’s too late
Make science powerful and fascinating not superficial
In math, answer the “How” and “Why should I care” questions
Make connections between math and science
Problem-based learning
Visualization

4. Technology Supported Instruction
Real World
Context
Collaboration
Between students,
Teachers and
Outside experts
Scaffolds for
Problem Solving
Connections to
Outside Experts
Visualization and
Analysis Tools

5. Real-World Context Use of Simulations
Students look for “situation specific” answers

6. Connections to Outside Experts
Internet
Chat
Access to wide variety of documents
We got to experience first hand the amazing technology that has come about. It is cool to be able to publish something I wrote on the Internet for anyone who wants to see. And I think the world is headed in that direction anyway, turning in things via the Internet and ing them to the teacher to grade. It is nice to be among the first students across the country doing this kind of stuff.
-Math/Science Student

7. Visualization and Analysis Tools
Teachers can “visualize” concepts
Use of visualization technology
3-D imaging
Graphing calculators
Concept mapping
Computers and probes

8. Scaffolds for Problem Solving
Ask: find problems
Investigate: multiple sources/media
Create: collaborate; diverse views
Reflect: learn how to learn

9. Collaboration: Inquiry Units
Problem-solving experiences
Teachers, students and experts work together
Shared experiences created
Innovative approaches explored
Collaborative environment
Learning community established

10. Math/Science Visualization Project
Two math/science classrooms
Two math/science student cohorts
Two math/science teaching teams
Problem-based learning specialist
Support of district and school administrators

11. Math/Science Learning Community
Teacher
Students in Math Class
Visualization
and PBL
Math
Teacher
Students in Science Class
Shared Learning/
Experience

12. Math and Science Data Connection
Throwing the ball
Measuring the Throw
Watching the Video to Measure the Angle
Baseball
Toss Project
Recording the Data
Posting the Data

13. Math/Science Data Connection
We created connections from Algebra 2 to chemistry in different ways. For example, when we were learning about log in Algebra 2, at the same time we were learning to determine the pH of different substances. We used "log" in the equation.
-Math/Science Student
Help the students to see what you see. You understand the subject because you can "see it." You have mental models and pictures.
Math/Science Teacher

14. Math/Science Language Connection
Completely integrating a Math and Science course may not be feasible, but speaking a common language in all Math and Science classes would be very powerful.
-Administrator
One of the biggest advantages is just to how even simple terminology makes a huge difference in why they sometimes don't understand this. So for me to hear how the Math is presented somewhere else, I can now start to understand why they don't always make the connection because where're not always talking the same language and language is a huge, huge thing. I mean I could give a worksheet that another teacher wrote and it's just different because they are so accustomed to hearing this a certain way.
-Math/Science Teacher

15. Math/Science Life Connection
A teacher that uses technology teaches differently because they don't necessarily teach in the traditional teaching manner. They seem to bring more of the outside world into the school.
-Math/Science Student

16. Findings Access to technology essential
Concepts easy to access for all students
Provides support for collaborative learning
Enhances professional growth for teachers

17. Challenges for teachers
Restructuring the curriculum
Experimenting with new methods
Tolerating more classroom “noise”
Working through technology problems
An achievable goal would be for each science course to include at least one unit that explicitly deals with connections to one of the other science disciplines. Yet developing such units would be challenging for teachers who have not experienced that sort of instruction themselves, either as students or teachers.
-Math/Science Teacher

18. Challenges for Students
There may not be a “right” answer
The teacher may not have all the answers
It required me to think in new ways and to work on my own without a lot of help from a teacher. This made it different from any other project I have ever done. You made you decision based on your information, data observations, and personal knowledge on the subject; which means there is no "wrong" answer as long as you have information to support your idea. Because you did it mostly on your own, it was satisfying and rewarding to see how much progress you were making and how much knowledge you were acquiring on your own.
-Math/Science Student

20. Using Visualization to Make Connections Between Math and Science in High School Classrooms
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