We analyzed 136 articles presenting “subject integration” activities and research from 10 years of three peer-reviewed journals written for practicing elementary teachers: Teaching Children Mathematics, Science and Children, and Social Studies and the Young Learner. We relate our findings to analytic frameworks for mathematical content and processes, cognitive demands of tasks, and approaches to curricular integration. We consider the implications of findings for recent calls for curricular integration, such as common rhetoric about STEM education.

Session Type: Poster Session