Cross-curricular mathematics: a case study

Abstract

A research was developed to explore how the process of inter-year and inter-cycle Cross Curricular Mathematics is interpreted, planned and experienced, as set out at a ministerial level, within a vertical grouping of schools. A qualitative and interpretative case study was chosen. The participants were 11 teachers, some with management positions. For data collection, a document analysis, observation and inquiry were included. The data show that teachers unanimously believed in the potentialities of collaborative work. And that, despite all efforts and measures introduced, there continues to be a difference between the scholar cycles. In fact, there are horizontal articulation regarding the several years of the same cycle but, in what concerns vertical articulation regarding the several years of the same cycle but, in what concerns vertical articulation, there is a gap between the 1st and the others cycles.