Integrated Instruction: Is it Science? Is it Mathematics?

Although much has been said in recent years about the value and importance of integrating the curriculum, many questions remain. Is integration always desirable? Can mathematics and science be taught as equals? What are the implications for student learning? Can integrated instruction meet state and national standards for each discipline? Is true integration even possible? In this article, we look closely at these issues: first, from the perspective of mathematics teachers, then from the perspective of science teachers. We also clarify both the potential of integration and the various problems that teachers must recognize and address if integrated instruction is to be successful. When appropriate, we have included content examples that have rich potential for integration but nevertheless present their own unique challenges and issues.