How can we facilitate vertical (cross-curricular) integration of mathematics teaching from early years to graduate-level?
Preparatory questions and links:
Focusing questions:
Should subject-content teachers also be teaching the mathematical content required for their subjects?
How could curricula be designed which don't require different things at the same time - for example art requires knowledge of scale drawing and perspective, whereas physics requires speed-time graphing...?
Should mathematics be taught as a separate subject or should teachers work in teams to provide support in different subject areas?
Where does a lack of integration cause the greatest problems - at what age, in what subjects?
Are there any subjects which do not need to have a mathematical element specifically integrated or taught?
How would vertical integration work in practice? How would it be introduced, administered and evaluated?

(Provided by @ColinTGraham)


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Threaded discussion from Thursday 28th October 2010 -
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