The integration of mathematics with other subjects is an important factor in broadening the child's education. Elements of Measures can be applied when measuring the length of jumps taken or distances run in physical education activities. Scale is used in map reading and timing in orienteering exercises. Shape and space activities are particularly useful in both physical education and geography as children develop a sense of location and space. It is interesting to look at tessellation in relation to mosaics or to examine the geometric elements of a Greek temple. Investigation of sundials, water clocks, roman numerals and the history of old coins can enrich a child's understanding of time and money.
In science, working scientifically and using problem-solving approaches naturally encompass mathematics. Selecting appropriate methods of recording, analysing results of investigations and identifying variables in designing a fair test offer opportunities for using mathematics in interesting and real situations. Children do not naturally make connections between work in one curriculum area and that in another, so it is important to help them to understand that mathematics is useful in their work in other areas: for example sorting animals with wings or shells is just as valid an activity as sorting coloured buttons.
Integration adds to the child's enjoyment of mathematics, gives him/her added interest in the subject and encourages transfer of learning.
Linkage is integration within a subject area. It is not necessary to complete the Number strand before proceeding to, for example, Measures or Shape and space. As skills in number are established they can be applied within the content of the other strands. This linkage within the mathematical programme can be likened to the building of a jigsaw. All pieces are necessary and are part of the entire picture. Textbooks should be used in a way that supports that strategy. Strands should not be taught in isolation. Strand content from one area supports and forms the basis for learning in another strand. Linkage provides balance in the teaching of all the strands.
Linking aspects of the mathematics curriculum with each other involves cross-strand planning. It is suggested that elements of the five strands be covered on a rotational basis. The sample timetable on page 59 Curriculum Guidelines is an example of how this can be achieved. Not all the strands are included in this plan. It is envisaged that those remaining will be covered when the teacher is organising the next plan. What is important is that strands are introduced gradually and complement one another. Teachers will develop their own timetables, ensuring that all strands are adequately represented.