NRICH has designed tasks which show how maths is used in other subjects and which provide authentic contexts in which students can use their maths.
You may be worried about:
- being expected to teach outside your standard subject knowledge
- not being an 'established expert' - feeling deskilled
- pupil inertia and disjointed '50 minute' thinking.
- both teachers and students feel they have to 'know' the answers or know exactly what to do before feeling safe and comfortable
- that cross-curricular coordination is needed to provide links across departmental SoWs, eg Y9 are taught the parallax error months before maths has covered any trigonometry
- possible differences between exam boards' specifications at KS4 as to content relevance
- needing maths in SET (eg time, reading scales) which was supposed to be covered at primary school
- assumptions that certain concepts and content are being covered 'elsewhere'
- changes in exam syllabuses
- differences in 'abilities' or interests of students in different STEM subjects - DT often taught in mixed ability groups, where maths and science are set, maths and science sets may not be the same
- different teaching groups for maths, science and technology lessons.
- timetabling and matching topics across subject areas
- ease of communication between staff, especially if there are separate departmental staffrooms
- some key teachers being resistant to change or sceptical about the value and importance of the 'other' subject(s).
- timetabling making planning meeting difficult.
- needing specialised equipment or technology for STEM lessons
- funding - for resources, for time to meet, ...
- finding time to talk to other STEM colleagues
- physical location of necessary resources in large school
- differences in time allocated to matching topics across subjects.
- students complaining that they've done something before in another subject
- students claiming 'This isn't maths!' or 'This isn't science!' or 'We don't do maths in DT!'
- needing the backing and understanding of SLT.