A Model of Math Infusion in Middle School STEM Curriculum
Authors: David Burghardt, Deborah Hecht, Bert Flugman, Michael Hacker

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5. Conclusions

The model of math infusion into science and technology continues to be refined and enhanced as we learn more from and about the teachers and classes that have adopted this model.  Based on what we have learned to date, elements of the math infusion model are:

  1. The mathematics must address key areas where students typically have difficulty
  2. Mathematics is taught in an inquiry based way, focusing on conceptual understanding rather and formulaic application
  3. Mathematics is infused into existing inquiry based science lessons
  4. Instruction incorporates formative and summative assessments
  5. Teacher professional development is provided for pedagogy and content knowledge
The model of math infusion provides a way to conceptualize how teachers can infuse mathematics into science and technology.  It provides guidance for both professional development activities and classroom implementation. Data indicate with high quality infusion that lasts for at least 20 days, students evidence increased content knowledge and improved attitudes.  Teachers in science and technology report a value added to their content area from enhanced math performance by middle schools students.  They also find that math infusion is doable within a regular science or technology curriculum and does not limit what they can teach of their own subject area.  The implications of this approach are great.  Although standards within individual STEM areas suggest the value of cross-discipline connections, this work provides guidance for implementation and indicates the feasibly for wide-spread math infusion.