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Toward the Integration of Knowledge
Every five or six years a movement in some local school will take place to provide "math across the Curriculum” (MAC). Two forces seem to prompt these movements. Educators down deep know that, pre-philosophically, all knowledge is one and that educators should seek to integrate it. MAC has been a sincere but usually unsuccessful attempt to do this.
We suspect, too, that an integrated curriculum would enable all students to read, write, and cipher better. Somehow, students would “see” why math and writing make a personal difference in their lives.
Yet, our efforts rarely succeed. Non-math teachers know little about how to teach math. Each field of study or discipline, after all, has its own conventions, symbols, methods of organization, methodology, and criteria for evaluation.
Our purpose, here, is to learn how we might enjoy more success in our efforts to integrate knowledge and how we might approach this with less trepidation and more joy. We do not have to undergo massive reform in education to do this, and we do not have to learn more math and or take more courses in education.
We will begin by revisiting some of the works of Benjamin S. Bloom, who, as you know, has made some blue-ribbon contributions in education. In the process, we will introduce you to some important concepts of W.E. Deming, a noted advocate of quality. FairPlay's Knowledge Matrix, below, serves as the model for the integration of math with reading and writing. Through extrapolation, we will see from this how to integrate math across the curriculum.
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