The University of Montana
Department of Mathematical Sciences

Technical report #16/2011

A Call for Integrating Engineering Through Cooperative Learning in the Mathematics and Science Teacher Education Program

Ke Wu Norman
University of Montana

Anne L. Kern
University of Idaho- Coeur d'Alene

Tamara J. Moore
University of Montana


The challenge for many teacher education programs is to provide balanced coursework that help teachers be successful. The purpose of this paper is to discuss offering courses that provide cooperative learning experiences in interdisciplinary (STEM-science, technology, engineering, and mathematics) contexts, for mathematics and science teachers. The following paragraphs cover four main topics: (1) Shulman’s theoretical framework of teacher knowledge, (2) the interconnections among engineering, mathematics, and science disciplines, (3) collaboration among faculties in engineering, mathematics, and science education at universities, and (4) improving the communication and collaboration between mathematics and science teachers using cooperative learning strategies.

Keywords: Mathematics Education, Engineering, Science Education

AMS Subject Classification: 97

Paper appears in The Proceedings of the MACAS3 Symposium which are now available at Information Age Publishing