Problem Solving: Teachers' Perceptions, Content Area Models, and Interdisciplinary Connections

Abstract

Features of common problem‐solving models in mathematics and science, as well as those found in business and industry today, are discussed. Commonalties in the models are used to advance a case for interdisciplinary or integrated instruction in mathematics, science and technology. The Integrated Mathematics, Science and Technology (IMaST) program's problem‐solving model is presented as an example of a curriculum project that draws upon the commonalties in the problem‐solving models as a basis for a seventh grade integrated curriculum.