INTEGRATING MATHEMATICS AND SCIENCE WITH ICT: A PROBLEM-CENTERING STRATEGY IN A GREEK SECONDARY SCHOOL

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Authors

  • Kleopatra NIKOLOPOULOU
  • Dimitrios DIAMANTIDIS

Keywords:

Mathematics, science, ICT, problem-centering strategy, interdisciplinary approach

Abstract

This paper discusses a problem-centering strategy in integrating mathematics and science with ICT in a secondary school, in Greece. Integration involves establishing ties between scientific and mathematical sub-fields. The problem-centering strategy involves enlisting the knowledge in two or more disciplines to address particular tangible and real-world problems. In this pilot study, the problem-centering strategy was applied to two classrooms of a secondary school in Athens. Its advantage was that it brought together the disciplines of mathematics and science with ICT use (as a tool). Pupils, aged 13-14 years old, carried out learning activities integrating mathematics and physics in a computer environment using the “Geogebra” software. The learning activities focused on resolving tangible problems. This approach seemed to have improved pupils’ motivation to learn mathematics.
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Published

2014-09-01

How to Cite

NIKOLOPOULOU, K., & DIAMANTIDIS, D. (2014). INTEGRATING MATHEMATICS AND SCIENCE WITH ICT: A PROBLEM-CENTERING STRATEGY IN A GREEK SECONDARY SCHOOL. The Eurasia Proceedings of Educational and Social Sciences, 1, 62–67. Retrieved from https://epess.net/index.php/epess/article/view/10

Issue

Vol. 1 (2014)

Section

Articles

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Copyright (c) 2014 The Eurasia Proceedings of Educational and Social Sciences

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