Interdisciplinary Mathematics Education

Doig, Brian; Williams, Julian; Swanson, David; Ferri, Rita Borromeo; Drake, Pat

doi:10.1007/978-3-030-11066-6

Cited by 17 publications

(4 citation statements)

References 82 publications

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“…It is necessary for the study plans to be more aligned to the new learning styles required to achieve 21st century skills. The authors agree with others who claim that changes in teacher education are required at all stages, in order to achieve this [2,9,17,23,34,42,69,77]. As a result, interdisciplinary work proposals should be improved, during both preservice and in-service teacher education.…”

supporting

confidence: 78%

“…Although these results are clearly an outcome of the non-random way in which the subjects were assigned to the research groups, they demonstrate that carrying out collaborative teacher education projects between universities and schools improves skills related to interdisciplinary work. Furthermore, as stated by Tytler et al [34], it is proven that preservice teachers' self-efficacy improves when they are able to design and apply a PBL with children in a real-life learning environment.…”

Section: Discussionmentioning

confidence: 90%

“…Many of these studies are related to STEM (Science, Technology, Engineering and Mathematics) projects, which have been proliferated by the huge interest that international education policies have in preparing students for an advanced society, from a scientific and technological point of view. In these interdisciplinary projects in which active methodologies such as Project Based Learning (PBL) are the common thread, Mathematics is combined with other subjects for distinct purposes: (a) to improve Mathematics learning [18,[32][33][34]; (b) to improve learning of the other subject [16,19] or (c) to achieve a truly integrated approach [13][14][15]17,24,35,36].…”

Section: Introductionmentioning

confidence: 99%

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Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

et al. 2020

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Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.

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confidence: 78%

Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

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Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

et al. 2020

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“…Since the establishment of competence orientation, the didactic potential of interdisciplinary teaching and learning in schools has actually been emphasized more strongly. Different approaches have been developed (Doig et al, 2019). In addition, interdisciplinary activities replace the divided teaching of subjects (e.g.…”

Section: Teaching and Learning In Stem -With A Focus On Mathematics Amentioning

confidence: 99%

Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research - A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam

Krause

Dilling

Kraus

et al. 2020

EURASIA J MATH SCI T

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This article presents a possible framework for the cooperation of mathematics and physics education research domains. Moreover, the potential topics for such a scientific collaboration are explained by means of a structuring qualitative content analysis of current handbooks and conference proceedings in Germany and Vietnam. These topics can form a basis for further projects on the connection of subject-related didactics. One of these projects is an interdisciplinary course in teacher training at the Hanoi National University of Education (HNUE) as part of the Inter TeTra project between the HNUE and the University of Siegen.

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Changing Landscapes

Anthony¹

2020

Research in Mathematics Education in Australasia 2016–2019

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Interdisciplinary Mathematics Education

Cited by 17 publications

References 82 publications

Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

Relevant Content for a Scientific Collaboration in Mathematics and Physics Education Research - A Comparative Content Analysis of Handbooks and Conference Proceedings in Germany and Vietnam

Changing Landscapes

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