Mathematics and science are tightly interwoven, yet they are often treated as
distinct disciplines in the educational context. This study details the development,
implementation and outcomes of a teaching intervention that highlights the links
between mathematics and science, in the form of a first year interdisciplinary
course. A mixed method study using surveys and focus groups was employed to
investigate undergraduate science students’ perceptions of their experiences.
Findings reveal that students bring strong beliefs about the nature of mathematics
and science from secondary school, which can impact significantly on the success
of interdisciplinary science-mathematics courses at the tertiary level. Despite this, a
range of beneficial outcomes can arise from such courses when they are delivered
within a framework of analysing real-world issues. However, students with weak
mathematical skills derived little benefit from an interdisciplinary approach and are
likely to disengage from learning, in comparison with students who enter university
with a solid foundation in mathematics.