The reader might feel that a rather fine distinction is being drawn
here. What possible difference does it make whether science is
integrated with mathematics or mathematics with science? This is not
an idle question, and the answer is as follows. Practical
applications of mathematics to everyday situations (as in any of the
numerous examples found in the curricula cited in the first paragraph)
are primarily motivated by the mathematical concepts to be taught.
The selected situations tend to be fictional or hypothetical, conjured
to fit the **mathematical purpose**. Where real-world data are
used, there is often no **scientific motivation** for the situations
studied, nor for the questions that are asked of the data. For the
purpose of science teaching then, there is a need to design new
quantitative learning situations which are geared towards an
understanding of the world.

Jayashree Ramadas January 1999