Integrating science and mathematics at secondary school level: Key elements of practice

Integrated STEM education is critical for developing 21st-century skills, interest, engagement, and outcomes. However, in-service teachers often struggle with implementation due to inadequate training and a lack of clear, practical models for blending the disciplines. In this study, we investigated the key factors that can enhance the effective integration of mathematics and science in a real secondary classroom setting, employing a qualitative case study approach that drew on data from classroom observations, student and teacher interviews, student artifacts, and teacher reflections. A science and mathematics teacher collaborated to teach the concept of density in two lesson study cycles, integrating mathematical modeling and science inquiry learning approaches. Our findings revealed four dynamically interdependent factors critical to successful integration: Teacher knowledge, such as Pedagogical Content Knowledge (PCK), integration strategies, and confidence; student autonomy; time allocation; and contingency management. For instance, fostering student autonomy during lessons often requires significant time allocation to accomplish the set objectives and it pauses challenging contingency strategies. How these factors interact and influence the nature of science and mathematics integration was represented in the proposed Dynamic Interdependence Framework (DIF). The framework positioned the teacher as the central agent whose negotiation of this web determines the nature of the integrated lesson, which in turn reinforces their knowledge through a feedback loop of reflective practice. We conclude the study with implications for research, teacher training, and classroom practice in diverse educational contexts, highlighting the need for professional development focused on collaborative planning.