10 (Ten) relationship of mathematics to home economics

10 (Ten) relationship of mathematics to home economics

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Home Economics is a subject defined by as a ‘field of study and a profession, situated in the human sciences that draw from a range of disciplines to achieve optimal and sustainable living for individuals, families and communities’ (International Federation for Home Economics, 2008, p. 1). Home economics teaching offers numerous possibilities for integrating social sciences and natural sciences to explain various phenomena, observations and events (Darling, 1995; Davis, 1993; Richards, 2000; Yoo, 1999; Pendergast, 2006; McGregor, 2011).

Pendergast (2006) suggests that the subject is at a convergent moment, because a number of interconnected societal factors such as sustainability, global consumption, health and social justice are aligning around the profession. There is therefore growing alignment with the intentions of Home Economics to play a pivotal role in the development of informed global citizenry.

According to McGregor (2011), the intrinsic value of home economics as a discipline is that it in­tegrates its sub-disciplines with a shared philosophical core – understanding of home economics as a holistic, professional system. McGregor (2011) wrote that home economists should draw on the cumula­tive knowledge base of contributing root disciplines (these disciplines have traditionally included the natural sciences, physical sciences, social sciences, the arts, and humanities, etc.) in order to better meet the diverse needs of families and individuals. Therefore, teachers of home economics are challenged to use the information generated from these root disciplines and make it useful for families and individuals to solve practical problems (McGregor, 2008).

The working methods of science education, such as project-type studying, experimentation and explaining phenomena by using models, are also suitable for application in home economics lessons, where traditionally learning has already been strongly bound to practical action (Haverinen, 1996). During a home economics lesson, scientific information can thus be integrated naturally, and at its best learning is both comprehensive and experiential (Barkman, 1996). In addition, in the home economics curriculum problem solving, critical thinking and perception of entities are emphasised (POPS, 1994). Kivilehto (1999) presents a special approach to science education in the home economics context. While teaching baking, she has been studying the development of scientific thinking and deductive skills in pupils.

10 (Ten) relationship of mathematics to home economics

  • Home Economics equipped home economics teachers/students with a competent understanding of the basic laws of science as well as mathematics to be able to integrate these subjects into home economics courses.
  • It enlightened home economics students with a better knowledge of subject combination and the important role of combining mathematics with home economics.
  • It exposes home economics teachers and students to the methods which are typically used in science teaching and learning.
  • Mathematics in Home Economic enhances supportive of student-centered learning and building critical thinking skills.
  • Mathematics in Home economics exposes our students to the fundamental principles of budgeting and financial management, home and resource management
  • Mathematics in Home Economics serves the purpose of describing home economics as both an academic discipline and a science.
  • The importance of cross-curricular teaching is frequently discussed in everyday pedagogical practice. The integration of the topics from mathematics into home economic courses which helped us a lot in the study preparation phase.
  • To understand the reactions or natural phenomena which occur during operations in Home Economics dealings, students need some root knowledge in the basic mathematics and sciences.

 

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