National Curriculum documents note the importance of using science and mathematics in design and technology activity. However, the nature of the links between the subjects remains unclear in classroom practice. We will argue that rather than links between the subjects being obvious and exploited we can identify gaps between mathematical and science concepts as they are developed and used in the three subject areas. In order to build links between the subjects of design and technology, science and mathematics the potential gaps need to be recognised and understood by teachers. We suggest ways in which co-ordination between the subject areas could help to overcome some of these difficulties and in doing so enable students to see their learning in science and mathematics in context and enhance both practical skills and problem solving in design and technology
