ELEMENTARY TEACHERS DO NOT TEACH THROUGH MATHEMATICS

This study was conducted at the outset of three years of professional development on using inquiry-based mathematics learning in science and technology classes with eighteen elementary school teachers. We wanted to see if teachers used the opportunity to teach mathematics when it was relevant to do so in the science and technology classes. These didactic and pedagogical choices or learning intentions were compared to three different kinds of contextual influences: student characteristics, institutional policies and science and technology concepts and processes. All three were well reflected in the teachers' intentions. However, even though there are many opportunities to integrate mathematics in this learning situation, the teachers made virtually no reference to mathematical intentions or goals. The teachers' sensitivity about mathematics was weak, and perhaps also their own mathematical knowledge.