Interdisciplinary Mathematics Education : : The State of the Art and Beyond.

• Superior document: ICME-13 Monographs
• Author: Doig, Brian.
• TeilnehmendeR: Williams, Julian.; Swanson, David.; Borromeo Ferri, Rita.; Drake, Pat.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Series: ICME-13 Monographs
• Physical Description: 1 online resource (294 pages)

Table of Contents

• Intro
• Contents
• 1 Introduction to Interdisciplinary Mathematics Education
• 1.1 Origins and Context of This Volume
• 1.2 The State of the Art in 2016: What Next?
• 1.3 The Sections and Chapters in the Book
• Reference
• Conceptualising and Theorising Interdisciplinarity in Research, Policy and Practice
• 2 Introduction
• Reference
• 3 Theoretical Perspectives on Interdisciplinary Mathematics Education
• 3.1 Introduction to Interdisciplinarity
• 3.2 Professional Disciplines
• 3.3 Disciplinarity in Sociocultural Activity Theory
• 3.4 History of the Disciplinary Nature of Human Praxis
• 3.5 Physical and Mental Discipline: Forms of Thought and Practice
• 3.6 Interdisciplinarity: Working Between and Across Disciplines
• 3.7 Interdisciplinary Power and Conflict
• 3.8 Transdisciplinarity: Considerations of Dialogism, Heteroglossia, and Voice
• 3.9 Identities in Disciplinary and Interdisciplinary Practices
• 3.10 Conclusion: Social Theory for Interdisciplinarity
• 3.11 Coda
• References
• 4 Integration from a Commognitive Perspective: An Experience with Mathematics and Music Students
• 4.1 Introduction
• 4.2 Commognition: Thinking as Communication
• 4.3 The Interdisciplinary Collaboration Experiences
• 4.3.1 First Experimentation of Interdisciplinary Collaboration
• 4.3.2 Second Experimentation of Interdisciplinary Collaboration
• 4.4 Results
• 4.4.1 About Line Graphs and Music Reading
• 4.4.2 About Baggies and Gestures
• 4.5 Discussion
• References
• 5 Challenges and Opportunities for a STEM Interdisciplinary Agenda
• 5.1 Introduction
• 5.2 Two Australian STEM Initiatives
• 5.3 Scoping the Nature of STEM Innovation
• 5.4 The Process of Change
• 5.4.1 An Increasing Focus on Authentic, Inter-disciplinary Activity
• 5.4.2 Growing Confidence with Group-Based, Student-Centred Pedagogies.
• 5.4.3 Professional Learning Through Interactions with 'Other' Such Learners
• 5.4.4 Collaborative Planning and Implementing of Projects
• 5.5 Case Studies of Mathematics Within Inter-disciplinary Activity
• 5.5.1 Case 1: STEM Ed-A Collaborative Cross-Subject Program
• 5.5.2 Case 2: Whole of Level Design Technology-Led STEM
• 5.5.3 Case 3: Engaging in Mathematics Through Within-Subject STEM Investigations
• 5.6 Discussion
• 5.7 Conclusion
• 5.8 Coda
• 5.8.1 The Commonalities in Mathematics Through STEM Despite the Variety of Approaches
• 5.8.2 The Role of Disciplines
• 5.8.3 Principles Underpinning Mathematics in Interdisciplinary Settings
• 5.8.4 The Challenge for Teachers
• 5.8.5 Conceptual Engagement of Students
• 5.8.6 The Conditions for Sustainable Innovation
• References
• Focus on Cross-Cutting Skills: A Glass Half-Full?
• 6 Introduction: A Glass Half Full?
• 6.1 Glass Half Full?
• 6.2 Description of the Papers in the Section
• 6.3 The Empty Half of the Glass
• 6.4 Afterword
• References
• 7 Developing Mathematical Reasoning Using a STEM Platform
• 7.1 Introduction
• 7.2 Theoretical Framework of the Activity Design
• 7.2.1 Conduct of the Laboratory
• 7.2.2 Methods
• 7.3 Data Analysis
• 7.3.1 Descriptive Analysis
• 7.3.2 Inferential Analysis
• 7.4 In Search of Improving the Learning Experience
• 7.5 Discussion
• 7.5.1 Suggestions for Further Research
• References
• 8 Quantitative Reasoning and Its Rôle in Interdisciplinarity
• 8.1 Introduction
• 8.2 Interdisciplinary STEM: Authentic Teaching and Reasoning Modalities
• 8.2.1 Complex Systems Reasoning
• 8.2.2 Model-Based Reasoning
• 8.2.3 Computational Reasoning
• 8.2.4 Engineering Design-Based Reasoning
• 8.2.5 Quantitative Reasoning
• 8.2.6 Evaluation
• 8.3 Conclusion
• References.
• 9 Modelling and Programming of Digital Video: A Source for the Integration of Mathematics, Engineering, and Technology
• 9.1 Introduction
• 9.2 Methods
• 9.3 The AOLME Project
• 9.4 Mathematical Modelling
• 9.4.1 Our Model-Eliciting Activities (MEAs) Framework
• 9.5 Findings
• 9.5.1 The Process of Designing
• 9.5.2 The Process of Modelling with Mathematics
• 9.5.3 The Process of Implementing
• 9.6 Discussion
• References
• Case Studies in Inter-Disciplinarity: Mathematics as Tool and Mathematics as (Conscious) Generalisation
• 10 Introduction
• 10.1 Case Studies in Inter-disciplinarity
• 10.1.1 The Case Studies
• 10.1.2 Mathematics as Tool and Mathematics as (Conscious) Generalisation
• References
• 11 Mathematics in an Interdisciplinary STEM Course (NLT) in The Netherlands
• 11.1 Introduction
• 11.1.1 Background of NLT
• 11.1.2 Focus of the Study
• 11.1.3 Research Question
• 11.2 Conceptual Framework
• 11.2.1 Method
• 11.3 Data Analysis
• 11.4 Results
• 11.4.1 NLT Curriculum
• 11.4.2 Teaching Materials
• 11.4.3 Teachers in NLT
• 11.4.4 Students
• 11.5 Summary
• 11.6 Discussion
• References
• 12 Maths Adds up
• 12.1 Introduction: A New Approach to Teaching Mathematics
• 12.2 Interdisciplinary Activities: Form and Requirements
• 12.2.1 Form: Different Specialists Develop the Educational Curriculum Around a Final Outcome
• 12.2.2 Requirements of Interdisciplinary Activities
• 12.3 Case Studies
• 12.3.1 Case Study 1: Create Your Own Package (12-14-Year- Olds)
• 12.3.2 Case Study 2: Creating Musical Instruments (11-13-Year-Olds)
• 12.4 Conclusions
• 12.5 We Encourage You to Try It
• References
• 13 The Successful Students STEM Project: A Medium Scale Case Study
• 13.1 Introduction
• 13.2 The Program
• 13.3 Negotiating the University-School Partnerships
• 13.4 The "STEM Vision Framework".
• 13.5 Case Studies
• 13.5.1 Case 1: School J
• 13.5.2 Case 2: School G
• 13.5.3 Case 3: School H
• 13.5.4 Discussion
• 13.6 Conclusion
• References
• 14 "Draw What You See" Transcending the Mathematics Classroom
• 14.1 Introduction
• 14.2 Literature
• 14.3 Context and Task
• 14.4 Narrative of Experience
• 14.4.1 Redefining Authority
• 14.4.2 Redefining Autonomy
• 14.4.3 Redefining Success
• 14.4.4 Redefining Relationships with Others
• 14.5 Discussion and Conclusion
• References
• 15 Inter-disciplinary Mathematics: Old Wine in New Bottles?
• 15.1 Early Inter-disciplinarians and Interdisciplinarity
• 15.2 Modern Times
• 15.2.1 Integrative Approaches to Inter-disciplinary Learning
• 15.2.2 Integration of STEM
• 15.3 Caveats
• 15.4 Discussion
• References
• Teacher Education and Teacher Development
• 16 Teacher Education and Teacher Development
• References
• 17 Inclusion of Interdisciplinary Approach in the Mathematics Education of Biology Trainee Teachers in Slovakia
• 17.1 Introduction
• 17.2 Methods and Instruments
• 17.2.1 Development of Teaching Material
• 17.2.2 Mathematical Competencies Assessment
• 17.2.3 Feedback Obtained in Questionnaire Survey
• 17.3 Results and Discussion
• 17.3.1 Worksheet About Human Blood
• 17.3.2 Mathematical Competence Assessment
• 17.3.3 Feedback Obtained in Questionnaire Survey
• 17.4 Conclusion
• References
• 18 Creating Academic Teacher Scholars in STEM Education by Preparing Preservice Teachers as Researchers
• 18.1 Introduction
• 18.2 Background and Literature
• 18.3 Participants
• 18.4 Programme Description
• 18.4.1 Individualized Research Projects
• 18.4.2 Methods
• 18.5 Results and Discussion
• 18.5.1 Fellows' Beliefs Concerning Stem Education Research
• 18.5.2 Student Skills of Education Research
• 18.5.3 Impact on Fellows' Future Teaching.
• 18.6 Conclusion and Coda
• References
• Conclusion to Interdisciplinary Mathematics Education
• 19 Conclusion to Interdisciplinary Mathematics Education
• References.