Symbiotic means interaction between two ‘things’, this interaction is normally to the advantage of both.  It is a mutually favourable relationship that can happen between different groups or people.  It could be said that mathematics and science have a symbiotic relationship and that adopting a cross curricular approach to teaching both subjects in primary school create a perfect combination.  Both are connected and mutually beneficial to each other.  There are many areas where mathematics and science overlap especially as more areas of mathematical application are evolving.  Similar to some areas of science and engineering as they too develop, they become indistinguishable from some areas of mathematics.  Mathematics can reveal what scientists have discovered by helping children find relationships between a hypothesis and the data collected.  Scientists use data from their experiments to support or disprove their theories.  Without applying mathematics to science proving scientific theories would become very difficult.  For children to accurately understand a scientific principle or calculation they will need to comprehend the relationship between mathematics and science.  By helping children succeed in mathematics they will also improve their scientific skills.  Teachers need to be aware of the importance of these connections and provide opportunities to make meaningful links.  This is why teachers should respond with cross curricular teaching.  Cross curricular topics provide a good opportunity for children to think deeper and learn about the important relationship between mathematics and science.  Subjects taught effectively together can help children understand both areas in a more constructive manner and enable teachers to make connections to each topic and previous learning.  This will allow children to excel in these areas and have a profound understanding of both mathematics and science.

Brodie, M. and Byrne, E. (2012) Cross Curricular Teaching and Learning in the Secondary School… Science. Routledge.

Gilfeather, F. Griffiths, P. (1986) Mathematical sciences : a unifying and dynamic resource. Washington, D.C. : National Academy Press.

Kumon (2015) How Science and Math are Related, http://www.kumon.com/resources/how-science-and-math-are-related/  (accessed 24.02.17)

Oxford Dictionaries (2010) Oxford Dictionary of English, 3^rd edition, OUP Oxford

Role play can be described as range of activities that mirror real life under a controlled environment.  It can be based around a ‘snapshot’ or reality or it could be taken from a ‘made up’ event.  Role play can allow children to manipulate time and space, restricted only by children’s imagination.  Role play has so many benefits as it  allows children to make sense of what they see and hear.  Role play can offer a way for children to be deeply immersed in their learning.  Role play can be used in many settings.  Using role play in an educational setting allows children to broaden their knowledge and understanding.  This is why role play can be a powerful tool in facilitating mathematical knowledge and understanding.

Role play not only is beneficial to pupils but to teachers as well.  As role play can help teachers to gain a more in-depth idea of a child’s knowledge of mathematical concepts.  An example of this could be creating a shop to check children’s understanding of exchanging money.  Role play can chance the feel of a classroom environment and change it into a creative learning space.  That could be because role play is seen as creative it may feel more like play to children than work.  As a result children might be more motivated to engage in activities.  Role play can teach some skills that are very difficult to learn in more traditional ways; such as self-awareness, problem solving, communication, initiative and team work. As role play is more creative; children might enjoy being active and therefore remember more, developing a greater knowledge and understanding.  Role play can make children feel more comfortable in real life situations as they already know the procedure e.g. buying items form a shop.  Role play can make learning real for children.  It allows children to explore their feelings and understanding in a non-threatening environment.

Bottle, G. (2005) Teaching Mathematics in the Primary School. Continnuum-3PL.

Briggs, M. (2014) Creative Teaching Mathematics in the Primary Classroom. Routledge.

Cummings, A. and Featherstone, S. (2009) Role Play in the Early Years. Featherstone Education.

Lee, T. and Pound, L. (2015) Teaching Mathematics Creatively. Routledge.

Matwiejczuk, K. (1997) Role Play: Theory and Practice. SAGE Publications LTD.