The Co‐existence in Schools of Mathematics and Science

Summary This paper sketches the recent history of curriculum reforms in mathematics and science, explains why these have hitherto been separate and indicates various forces which are working towards partial integration. The most important step is for mathematics and science teachers actually to meet and discuss common problems. It should also be possible to organize the time‐table so that joint action is possible. But to make this realistic, it is first necessary to produce some guiding materials. The older the children, the more difficult the problem. At primary level there is already much collaboration; at ‘main school’ secondary level, inter‐disciplinary modules of work are being devised; for the sixth form, there are new A‐level courses, a series of ‘remedial monographs’ are being written, and the computer will undoubtedly have a powerful effect on future courses.