Examines middle school integrated mathematics and science education from the perspectives of theory and practice. A conceptual framework in the form of a mathematics/science continuum is included to lend clarity and precision to the phrase "integrated mathematics and science." Discusses barriers to integrating mathematics and science. (Author/SJR)

Some important issues related to teaching problem solving in the elementary grades are addressed, with particular emphasis on the intermediate grades. Presents one point of view and some specific questions often raised by teachers who wish to incorporate problem solving into the mathematics program. (MP)

The article considers the distinction between first- and second-generation science curriculum projects, and describes the first national curriculum developed in Australia, the Australian Science Education Project (ASEP). (MK)

Presents a model for developing theme-based, interdisciplinary, integrated curriculum. Model includes a theme-creation phase and an activity-refinement phase. The integrated continuum model is intended to be used by curriculum developers to facilitate the creation of powerful interdisciplinary lessons. (Author/SJR)

A two-dimensional matrix of educational disciplines and concepts in nature is proposed as a framework for syllabus development by teachers. (CR)

It is felt a clearly defined and carefully planned curriculum must be used to avoid wasting the talents of the gifted youngster. Four curriculum models are presented. These are the: (1) Acceleration Model; (2) Breadth/Depth Model; (3) Topics Model, and (4) Enrichment Model. Examples of applications of each are noted. (MP)

The history of mathematics and science integration in American schools is a continuum which runs from math for math's sake to science for science's sake. While examples of the integration of process skills are common, integration of content is not. Presents two lessons developed around radioactive decay and efficiency. Suggests that changes in…

An approach to inservice training for teachers of elementary mathematics, designed to meet a set of common problems, is noted. The organization places a mathematics course between two education courses. A sandwich approach to whole number arithmetic is detailed. The method is viewed workable for any mathematics curriculum area. (MP)