Bridging the gap between math and science: does the use of simple math instruction tools produce growth in the physical science classroom?

Abstract

It was observed that students struggle with making connections between math and science, especially in a physical science class. Research shows that this is not a behavioral issue, but a cognitive one. This is very problematic because it has been shown that making cross curricular connections is the foundation to critical thinking, and critical thinking is a highly desired skill in any field of study or career. As a potential solution to this problem, three treatments were administered to two different advanced physical science classes with two different trials. The treatments included math warm-ups at the start of a lesson, scaffolded guided practice problems at the conclusion of a lesson, and the use of graphic organizers when new formulas were introduced. Most students claimed the treatments were helpful, and there was growth in students' assessment scores.