Using design-based research to promote interdisciplinary secondary mathematics and science teaching through real-world tasks: A cross-national study in Australia and Indonesia

There is a pressing need to find ways for adopting an integrative approach in teaching science and mathematics. The central argument for adopting this approach in teaching science and mathematics is motivated by the intention to enable students to see and make links between mathematics and science and engage them in meaningful and deeper learning. The use of real-world tasks, modelling and representation construction are central to this approach. However, different structures, history and pedagogical traditions, and lack of common language between science and mathematics in science and mathematics proved to create barriers for teachers to cross the boundaries between the two disciplines. Using design-based research (DBR) methodology, this study designed learning environments where teachers from both disciplines work together to design real-world tasks that meaningfully engage and challenge students to use skills from both conceptual areas. Video data of science and mathematics lessons and interview data with teachers from the two countries will be discussed. The findings indicated the importance of engaging teachers first-hand with ways to connect real-world tasks to their understanding of the disciplines. It is vital to provide opportunities for science and mathematics teachers with time to plan collaboratively with a pedagogical approach that allows for individual disciplines to be integrated.