Integrating nutrition into the mathematics curriculum in Australian primary schools: protocol for a randomised controlled trial

Evaluating an integrated nutrition and mathematics curriculum: primary school teachers' and students' experiences

OBJECTIVE

To present the process evaluation of a curricular Cross-curricular Unit on Portion Size (CUPS) program that integrates nutrition and mathematics, describing teacher and student perspectives on the intervention.

DESIGN

Semi-structured interviews and focus groups were conducted following the implementation of the CUPS program during a pilot randomised controlled trial designed to evaluate efficacy for improved portion size estimation. Lessons involved experiential learning using food models and mathematics cubes and focussed on portion size, food groups, volume and capacity. Data were collected immediately post-intervention and analysed using an inductive thematic approach.

SETTING

Primary schools in Newcastle, Australia.

PARTICIPANTS

Year 3 and/or 4 teachers (n 3) and their students (n 15).

RESULTS

Teachers believed the programme supported the learning of nutrition concepts, with the majority of students enjoying the lessons, cubes and food models. Teachers indicated most students were engaged and became more aware of healthy eating and serve size recommendation. Although teachers enjoyed and valued the lessons, they suggested that the integration of volume and capacity should be further improved in order to address the time barrier for teaching nutrition.

CONCLUSION

The process evaluation reports on challenges and successes of implementing an integrative nutrition programme. This teaching approach could be useful and successful when aligned with teacher' and student' needs. Based on participant feedback, lessons could be refined to enhance integration of mathematics content and to support student learning.

Eating Healthy: Understanding Added Sugar through Proportional Reasoning

Research suggests that integrated STEM activities can best support students in developing their mathematical and scientific understanding. On one hand, while science provides mathematics with real-life authentic problems to investigate, mathematics provides science powerful tools to explore those problems. In line with this call, in this study, we designed an integrated lesson at the cross-section of proportional reasoning and added sugar present in food products to explore how added sugar provides students with a meaningful context to engage in proportional reasoning and how proportional reasoning helps students identify the quantity of added sugar present in different food products and provides students with a platform to initiate a conversation around quality of food products. Developed on the theoretical framework of Realistic Mathematics Education (RME), this lesson was remotely implemented on three middle school students. The result section highlights the design principle of the lesson that provided students with an opportunity to construct an understanding of both the disciplines through a mutual interaction.