Offer & Vasquez- Mireles (2009) report teachers’ beliefs that integration of mathematics and science in schools might strengthen content knowledge, promote flexibility in problem-solving and enhance pupil motivation. As part of a large European project developing and integrated approach to science and mathematics education pairs of teachers in England have been working together to integrate science and mathematics teaching in primary and lower secondary schools through an inquiry-based approach. Each teacher has either mathematics or science expertise or interest which might facilitate collaboration and the development of innovative practice in school (Hammerness et al, 2005).

The teachers’ classroom practice will be influenced by their individual views of the nature of both science and mathematics, about teaching and the process of learning in both subjects (Abd-El-Khalick & Lederman,2000; Ernest,1989). Beliefs about the role of inquiry-based approaches in mathematics and science (Harlen and Allende,2009; Marshall et al.,2009), substantive understanding (Roberts et al.,2010) and pedagogical content knowledge (Shulman1986)in both subjects will also differ for individual teachers.

The important role of mathematical ideas in the explanatory power of models in science and the potential of scientific inquiry as a rich source of tasks in which the utility of mathematical ideas can be made transparent have been explored in professional development sessions for teachers. Additionally the authors have developed a framework showing how strands of content from each subject might be brought together through an inquiry approach.

This paper addresses two key questions:

1.     In what ways have the teachers’ practices changed?

2.     How have collaborations between teachers’ supported their development of innovative practice within their schools?

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