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MATH 620 – ISSUES IN MATHEMATICS
TEACHING

INTEGRATION OF
MATHEMATICS IN OTHER
CURRICULUM
BY CHERRYL B. LUGA
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INTRODUCTION

Integrating mathematics into other

curriculum areas in the Philippines, as
in many other countries, can be
challenging for various reasons.
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Curriculum Integration

The practice of curriculum integration 01

involves combining elements from MULTIDISCIPLINA
multiple subject areas to form a coherent RY INTEGRATION
learning unit.

02 03
INTERDISCIPLINA TRANSDISCIPLINA
RY INTEGRATION RY INTEGRATION
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01

MULTIDISCIPLINARY
A multidisciplinaryINTEGRATION
curriculum means studying the same
topic from the viewpoint of more than one discipline. It is
also called cross-disciplinary which indicates the aim to
cross boundaries between disciplines.
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01

MULTIDISCIPLINARY
Highlights INTEGRATION
the diverse perspectives that different
disciplines can bring to illustrate a theme, subject or issue.
In a multidisciplinary curriculum, multiple disciplines are
used to study the same topic.
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02

INTERDISCIPLINARY
INTEGRATION
Interdisciplinary integration has multiple subjects taught
simultaneously, such as Science, Technology,
Engineering, and Mathematics (STEM) courses.
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03

TRANSDISCIPLINARY
INTEGRATION
Transdisciplinary integration abandons disciplinary
boundaries, with learning instead focused on an issue or
topic and subject-specific knowledge utilized only
where pertinent.
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03

Chapter 1
TRANSDISCIPLINARY
INTEGRATION
In the transdisciplinary approach to integration, teachers
organize the curriculum around student questions and
concerns. Students develop life skills as they apply
interdisciplinary and disciplinary skills in a real-life
context.
 ) ) ) ) ) ) ) ) ) ISSUES OF INTEGRATING MATHEMATICS IN
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OTHER CURRICULUM

Teacher Factors 01 02 Pedagogical factors

Institutional factors

03 04 Limitations
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1. TEACHER FACTORS

Many studies highlight teachers’ dispositions

as an important precursor to effective
curriculum integration. Optimistic attitudes
were a key driver of the curriculum
integration programs.
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Engendering positive
attitudes is critical to
ensuring that educators are
motivated to implement
curriculum integration in
their practice and collaborate
effectively with colleagues.
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Lack of Teacher Training

Many teachers may not be adequately trained or

prepared to integrate mathematics into other
subjects. They may not have the pedagogical
skills and content knowledge required for such
integration.
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Varying Subject Expertise

Teachers in non-mathematics subjects may have

varying levels of expertise in mathematics. Some
may feel less confident teaching mathematical
concepts, which can affect the quality of
integration.
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Time Constraints

Teachers often have limited time to cover the existing

curriculum, and adding mathematics integration into
other subjects can create time pressures. Teachers may
need to sacrifice content from their primary subject to
accommodate math integration.
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2. PEDAGOGICAL FACTORS

Largely dependent on
teachers possessing robust
subject knowledge,
pedagogical approaches to
curriculum integration must
ensure that topics chosen for
integration are merge
appropriately.
The term ‘pedagogical
content knowledge’
describes teachers’
awareness of connections
between learning
areas.
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Subject compatibility is
essential for ensuring that
curriculum integration
activities use disciplinary
concepts to meaningfully
advance one another and
promote learning.
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3. INSTITUTIONAL FACTORS

To coordinate project-
based learning, field However, schools often
trips, or other curriculum do not allocate
integration sufficient time for doing
activities, teachers so.
require time for
planning.
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Educational Policies and Regulations

National and regional educational policies and

regulations may not always support or encourage
interdisciplinary approaches to teaching and
learning, which can act as a barrier to integration.
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Resistance to Change

Resistance from educators and administrators who

are accustomed to a more traditional, subject-based
approach can be a significant obstacle.
Implementing change in educational systems can
be met with skepticism and resistance.
 4. LIMITATIONS
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Research Limitation

Several limitations are

prevalent in the research Effective methods to
literature on Mathematics integrate Mathematics with
curriculum integration, humanities disciplines, for
among them a narrow focus instance, remain largely
on connecting the subject uninvestigated.
with scientific
disciplines.
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Many studies are limited by reliance on qualitative methods and
small sample sizes. Dependence on small samples may heighten the
risk of selection bias. The applicability of international research to
curriculum integration in the Philippines is questionable since other
countries have different curricula, institutional practices, and
teaching methods. Additional research is required to further unpack
the factors that contribute to effective integration of Mathematics
with other disciplines, especially in the light of upcoming changes
to the Philippines curriculum.
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Curriculum Misalignment

The curriculum for mathematics and other subjects

may not align well, making it difficult to
seamlessly integrate mathematical concepts into
other subjects. Curriculum misalignment can result
in gaps or overlaps in students' learning
experiences.
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Limited Interdisciplinary Resources

The availability of interdisciplinary teaching

materials and resources that effectively combine
mathematics with other subjects may be limited,
making it challenging for teachers to find
appropriate materials.
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Socioeconomic Factors

Socioeconomic factors, such as access to

technology and educational resources, can affect
the success of integrating mathematics into other
curriculum areas. Schools in disadvantaged areas
may face more significant challenges.
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CONCLUSION

Despite these challenges, integrating mathematics

into other curriculum areas can have several
benefits, such as making learning more relevant
and engaging for students and promoting critical
thinking skills.
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CONCLUSION

To overcome these issues, it may be necessary

to invest in teacher training, revise curricula,
develop interdisciplinary resources, and create
a supportive policy environment.
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CONCLUSION

Collaboration among educators,

administrators, and relevant stakeholders is
essential for successfully integrating
mathematics into other subjects in the
Philippines or any educational system.
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Thank You
By Cherryl B. Luga