This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.

Cycling, as one of the oldest forms of mobility, is currently experiencing a renaissance. It supports active mobility and can have a positive influence on public health, the environment, climate and the traffic situation. Pedelecs (bicycles with an electric motor supporting the user up to a speed of 25 kmph) represent a new form of active mobility and are currently enjoying great popularity as they have the same benefits compared to conventional bicycles and, in addition, make cycling accessible to new user groups. With the growing number of pedelecs, however, potential for conflict also increases. Unfortunately, the majority of accidents cannot yet be analysed accordingly, as pedelec-specifiic characteristics are missing from the accident data. This fact in itself has already been proven as a barrier. Most accident studies focusing on pedelecs are based on police data from standardised accident forms [e.g. 1, 2, 3, 4]. Their findings can be summarised in the following key statements: Accidents with pedelecs are less frequent but more severe than those with conventional bicycles. For both, accidents on urban roads dominate, but pedelec accidents occur significantly more often on rural roads than conventional bicycle accidents. And: injured pedelec users, especially those fatally injured, are on average significantly older than injured users of conventional bicycles. But, standardised accident forms were initially designed for accidents with double-track motor vehicles, in particular passenger cars. Accidents with bicycles (especially pedelecs), are difficult to categorise with this systematic as important information is missing. For example, 'falling on ground' is not an accident category as cars normally won't do so, but for pedelec accidents, this information is fundamental. This acts as a barrier as bicycle-specific causes of accidents cannot be analysed. However, accident statistics are the most important basis for evidence-based measures in road safety work. The aim of this paper is therefore to identify and categorise pedelec-specific accident characteristics and to evaluate pedelec accidents on the basis of these characteristics to identify frequent and severe accident constellations. [From: Introduction]

This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.

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The basic idea of this paper is to outline a cross-curricular approach between mathematics and science. The aim is to close the often perceived gap between formal maths and authentic experience and to increase the students’ versatility in the use of mathematical terms. Students are to experience maths as logical, interesting and relevant through extra-mathematical references. Concrete physical or biological correlations may initiate mathematical activities, and mathematical terms are to be understood in logical contexts. Examples: physical experiments can lead to a comprehensive understanding of the concept of functions and of the intersection of medians in triangles. Biological topics can lead to the concepts of similarity and proportion as well as to the construction of pie charts. In the European ScienceMath Project a variety of teaching modules was developed and tested in secondary schools.

The basic idea of this paper is to outline a cross-curricular approach between mathematics and science. The aim is to close the often perceived gap between formal maths and authentic experience and to increase the students’ versatility in the use of mathematical terms. Students are to experience maths as logical, interesting and relevant through extra-mathematical references. Concrete physical or biological correlations may initiate mathematical activities, and mathematical terms are to be understood in logical contexts. Examples: physical experiments can lead to a comprehensive understanding of the concept of functions and of the intersection of medians in triangles. Biological topics can lead to the concepts of similarity and proportion as well as to the construction of pie charts. In the European ScienceMath Project a variety of teaching modules was developed and tested in secondary schools.