[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-173225-105":53,"doc-detail-173225-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","co-designing-integrated-mathematics-and-science-lesson-learning-sequences-for-primary-education","Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education","","Integrating mathematics and science can enrich student learning by delivering relevant, meaningful, and engaging experiences that strengthen positive attitudes toward both subjects. The article addresses barriers to integration, including limited teacher content and pedagogical content knowledge and the need for professional learning support in planning and implementing integrated lessons. It reports on an initial project phase where researchers and primary teachers co-designed two sequences, highlighting critical success processes and providing replication guidelines for educators.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/co-designing-integrated-mathematics-and-science-lesson-learning-sequences-for-primary-education/173225/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/co-designing-integrated-mathematics-and-science-lesson-learning-sequences-for-primary-education/173225.png","ImageObject",442,249,{"name":88,"@type":89},"Anda","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-19","2026-09-01",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Why is integration of mathematics and science beneficial for primary students?","Question",{"text":109,"@type":110},"It creates learning experiences that are more relevant and engaging, supporting positive attitudes toward both subjects and helping students develop deeper conceptual understanding.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What barriers prevent teachers from integrating mathematics and science lessons?",{"text":114,"@type":110},"Reported barriers include limited teacher content knowledge and pedagogical content knowledge, time and school factors for planning, curriculum constraints, and pressure from testing and examinations.",{"name":116,"@type":107,"acceptedAnswer":117},"How did the project team develop integrated mathematics and science lesson sequences?",{"text":118,"@type":110},"Mathematics and science education researchers collaborated with primary teachers to co-design two integrated lesson sequences, focusing on processes critical to success, including how the design team co-constructed knowledge.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},173225,1791165089,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":47},962075006959,"https://ap-avatar.wpscdn.com/avatar/e0002397efbe92a78e?_k=1776741047341049297","Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education\nSally Hughesa, James Anthony Russob, Jennifer Mansfieldb, Anita Greenb, David Jonesc, Colleen Valeb, and Amanda Berryb\nCorresponding author: Amanda Berry (\u0013 HYPERLINK \"mailto:amanda.berry@monash.edu\" \u0014amanda.berry@monash.edu\u0015)\naNorthern Territory Education Department, Darwin NT 0800, Australia\nbFaculty of Education, Monash University, Clayton VIC 3168, Australia\ncSandringham Primary School, Sandringham VIC 3191, Australia\nKeywords: integration, co-design, primary education, mathematics, science\nAbstract\nIntegrating mathematics and science can enrich student learning by providing relevant, meaningful, and engaging learning experiences that promote positive attitudes towards both subjects. However, despite reported benefits in relation to student learning, various barriers to integration have also been identified, including limited teacher content and pedagogical content knowledge, and the need for professional learning support with planning and implementing integrated lessons. In this article, we report on the initial phase of a larger project in which mathematics and science education researchers and primary teachers collaborated to design two sequences of integrated mathematics and science lessons. We focus on the processes considered critical for success, including how knowledge was co-constructed by the design team to develop the integrated lesson sequences. Findings are communicated as a set of guidelines to support teachers and educators interested in replicating the process to integrate mathematics and science content.\nIntroduction\nThe idea of bringing together different subject areas has become increasingly popular as it seems like common sense; in the real world, people’s lives are not organised into separate subjects, but are interconnected (Czerniak & Johnson, 2014).  Integrated curriculum “holds promise as a way of meeting … students’ developmental needs by making the subject matter connect to real life and thus engaging them in the learning process.” (St Clair & Hough, 1992, p. 1). Interdisciplinary teaching involves teachers making connections between subject areas obvious for students to see, instead of curricula being fragmented (Sdunekv & Waitz, \u0013 HYPERLINK \"https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-019-0201-4\" \\l \"ref-CR63\" \\o \"Sdunekv, A., & Waitz, T. (2017). Algae: The green all-rounder—an interdisciplinary teaching unit for middle school students. Florence: Paper presented at the International Conference on the New Perspectives in Science Education.\" \u00142017\u0015; St. Clair & Hough, \u0013 HYPERLINK \"https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-019-0201-4\" \\l \"ref-CR67\" \\o \"St. Clair, B., & Hough, D. L. (1992). Interdisciplinary teaching: a review of the literature. Retrieved from  https://eric.ed.gov/?id=ED373056   \" \u00141992\u0015). These connections make learning more natural and foster deep conceptual understanding (Capraro & Jones, \u0013 HYPERLINK \"https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-019-0201-4\" \\l \"ref-CR15\" \\o \"Capraro, M. M., & Jones, M. (2013). Interdisciplinary STEM project-based learning. In R. M. Capraro, M. M. Capraro, & J. R. Morgan (Eds.), STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (pp. 51–58).\" \u00142013\u0015). Honey, Pearson, and Schweingruber (2014) argue that the “implied goals for students’ learning related to connections underlie many integrated STEM initiatives” even if not explicitly stated in the learning materials (p. 37). Yet planning for integration can be challenging for teachers, due to insufficient teacher content knowledge and pedagogical content knowledge, teachers’ beliefs and attitudes, school-based factors such as time for planning, curriculum constraints, and a strong focus on testing and examinations (Ríordáin, Johnston, & Walshe, 2016; Johnston, Walsh, & R","cbCaiggjWisCVVr6","https://ap.wps.com/l/cbCaiggjWisCVVr6","docx",70514,13,"English","# Introduction\n## Concept of integrated and interdisciplinary curriculum\n## Challenges for teachers when planning integration\n# Lesson-sequence co-design approach\n## Co-constructing knowledge for integrated sequences\n## Multidisciplinary, interdisciplinary, and transdisciplinary models","[{\"question\":\"Why is integration of mathematics and science beneficial for primary students?\",\"answer\":\"It creates learning experiences that are more relevant and engaging, supporting positive attitudes toward both subjects and helping students develop deeper conceptual understanding.\"},{\"question\":\"What barriers prevent teachers from integrating mathematics and science lessons?\",\"answer\":\"Reported barriers include limited teacher content knowledge and pedagogical content knowledge, time and school factors for planning, curriculum constraints, and pressure from testing and examinations.\"},{\"question\":\"How did the project team develop integrated mathematics and science lesson sequences?\",\"answer\":\"Mathematics and science education researchers collaborated with primary teachers to co-design two integrated lesson sequences, focusing on processes critical to success, including how the design team co-constructed knowledge.\"}]","Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education | DOCX",1788301191]