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grade. Hence, the fact that she noticed the confusion of the learner in receiving teaching of different learning areas from the same teacher.

Interviewer: So do you think that the fact that the two learning areas are sharing the concepts it confuses the children? Mrs. K: I would say the confusion would be when the same educator teaches them both the learning Areas, because they see the educators saying product in maths as times and go to EMS and say product and say a different thing. Otherwise I do not think they get confused, I do not think so.

In order to make clear the comparison of the classification, recognition and realization and the boundary strength between the learning areas and the concepts I used to analyze the relationships that the two teacher draw in their concept maps and interviews, I drew table four. This table makes it easier for you, the reader to draw comparisons at a glaze of the similarities and differences of the integration and the boundary strength between the learning areas and the used concepts. The following table derived from the complete transcribed interviews (appendix A) and the two concept maps (figure 1 and figure 2) in chapter 4.1 of the two teachers.

LA s

Math

EMS

Math

EMS

Math

EMS

Salary

W

W

S

S

S

S

Product

W

W

S

S

S

S

Interest

W

W

S

S

W

S

Graph

W

W

S

S

F

S

Ratio

W

W

S

S

W

F

Expand

W

W

W

S

W

S

Table4.4: The integration between learning areas and concepts of the teachers and the relationship between the two Learning Areas

Concepts

Classification

Recognition

Realization

It is interesting to highlight from table four that the EMS teachers has a stronger realization and recognition of all the concepts, while both of the teachers are showing weak classification. The

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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