| Summary: | Integrating mathematics across the curriculum is of benefit for children learning mathematics as it can provide opportunities that demonstrate how mathematics is used in the real world and create experiences that children enjoy. However, how teachers integrate mathematics can vary and this, in turn, can impact on what happens in the mathematics learning experience. Teacher views of what it means to integrate mathematics impact on how mathematics is integrated in learning experiences. In addition, teacher disposition towards mathematics - their beliefs about, attitudes towards, anxiety and confidence with, and conceptualisation of mathematics - can influence both how teachers view mathematics integration and the mathematics learning experiences they create. This theoretical paper discusses the potential forms of this influence and proposes ways to describe their effect.
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