Abstract
The purpose of this study is to demonstrate the existence of "context dependency" between mathematics and science, to illustrate that despite students' tendency of "context dependency" they can solve mathematics and science problems with teachers' guidance, and to consider the necessity of a cooperative instruction of the two subjects; which can alter "context dependency" to "positive transfer of learning". The results of this investigation revealed the following points. 1) It is difficult for students to apply their knowledge of one subject to other subjects because they have fallen into "context dependency". 2) "Positive transfer of learning" is possible if mathematics and science teachers reinforce students to apply what they have learned in one subject to the other. 3) There is a need for cooperation. Mathematics and science teachers shoud discuss not only the schedule of teaching, but also teaching contents and methods in order to promote "positive transfer of learning"
