A case study of mathematics and design and technology integration : control systems

Abstract

This study explores the affiliation between two subjects studied in Maltese secondary schools: Design and Technology and Mathematics and how their integration can be beneficial to students. This relationship can be evidently exposed through a juxtaposition of both subject syllabi, which transpires similarities between both content and methodologies. The case study employs constructivist theory to amalgamate both areas of knowledge within the context of control systems. A set of four interactive lesson plans - including teaching resources such as software interface and system models were designed to serve as an introduction for a cross-curricular project between the two subjects. These lessons were tested with one particular Design and Technology class. Findings from the research showed that the participant group of students and their Design and Technology and Mathematics teachers had very limited views regarding the extent of the links between these two branches. The proposed work managed in broadening the partaking students' outlook to a more concrete and higher-level association only to a certain degree. Students' attitude towards this suggested integration could reflect a resistance towards new forms of knowledge, or unconsciousness of the benefits of the latter; a mind-set that can become problematic for future self-directed learners.