Co-designing integrated mathematics and science lesson learning sequences for primary education

Sally Hughes, James Anthony Russo, Jennifer Mansfield, Anita Green, David Jones, Colleen Vale, Amanda Berry

Research output: Contribution to journalArticleResearchpeer-review


Integrating mathematics and science can enrich student learning by providing relevant, meaningful, and engaging learning experiences that promote positive attitudes towards both subjects. However, despite reported benefits in relation to student learning, various barriers to integration have also been identified, including limited teacher content and pedagogical content knowledge, and the need for professional learning support with planning and implementing integrated lessons. In this article, we report on one phase of a project in which mathematics and science education researchers and primary teachers collaborated to design two sequences of integrated mathematics and science lessons. We focus on the processes considered critical for success, including how knowledge was co-constructed by the design team to develop the integrated lesson sequences. Findings are communicated as a set of guidelines to support teachers and educators interested in replicating the process to integrate mathematics and science content.
Original languageEnglish
Pages (from-to)64-75
Number of pages12
JournalInternational Journal of Innovation in Science and Mathematics Education
Issue number4
Publication statusPublished - 7 Sept 2022


  • integration
  • co-design
  • primary education
  • mathematics
  • science

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