Original Research

Integrating mathematics and other learning areas: Emerging tensions from a study Involving four classroom teachers

Willy Mwakapenda, Joseph Dhlamini
Pythagoras | Issue 71 | a3 | DOI: https://doi.org/10.4102/pythagoras.v0i71.3 | © 2010 Willy Mwakapenda, Joseph Dhlamini | This work is licensed under CC Attribution 4.0
Submitted: 04 July 2010 | Published: 04 July 2010

About the author(s)

Willy Mwakapenda, Tshwane University of Technology, South Africa
Joseph Dhlamini, Tshwane University of Technology, South Africa

Full Text:



This paper presents findings from a pilot study that investigated the extent to which teachers make connections between mathematical concepts and concepts from other disciplines. Data from concept maps and interviews were collected. The analysis revealed that the kinds of connections teachers made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some teachers, though desirable, it may not be feasible to require them to make connections with disciplines that are not within their areas of specialisation. This presents tensions for learners learning mathematics in classrooms where opportunities for making connections between mathematics and other learning areas are available but are neither taken up nor appropriately used by teachers.


situated learning; real-life problems; connections


Total abstract views: 5039
Total article views: 6571


Crossref Citations

1. Math and Science Integrated Curriculum: Pedagogical Knowledge-Based Education Framework
Masooma Al-Mutawah, Enaz Mahmoud, Ruby Thomas, Nisha Preji, Yazan Alghazo, Edward M. Adlaf
Education Research International  vol: 2022  first page: 1  year: 2022  
doi: 10.1155/2022/2984464