Collecting, analyzing, and displaying data provide rich opportunities to connect mathematics and science concepts. However, mathematics and science teacher educators rarely work together to design tasks that connect mathematics and science. In this article, we describe collaboration between a mathematics teacher educator and a science teacher educator that included the design of an inquiry-based project for preservice elementary teachers to draw on the natural connections of these disciplines. We also discuss preservice teacher learning outcomes from the project and present recommendations for teacher educators.
Amy Roth McDuffie is interested in teachers' professional development in the teaching and learning of mathematics.
Judith A. Morrison is interested in teachers' experiences conducting science inquiry and how collaborations with scientists affect their views of science. Both authors teach at Washington State University—Tri-Cities in Richland, WA 99354.
Edited by Kathryn Chval, firstname.lastname@example.org, and John Lannin, LanninJ@missouri.edu, who prepare future elementary teachers at the University of Missouri-Columbia, MO 65203. “Supporting Teacher Learning” serves as a forum for the exchange of ideas and a source of activities and pedagogical strategies for teacher educators in their day-to-day work with prospective and practicing teachers. Readers are encouraged to send manuscripts appropriate for this section by accessing tcm.msubmit.net. Manuscripts should be six to ten double-spaced typed pages.