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Interdisciplinary mathematics education: a state of the art

Williams, Julian, Roth, Wolff-Michael, Swanson, David, Doig, Brian, Groves, Susan, Omuvwie, Michael, Ferri, Rita Borromeo and Mousoulides, Nicholas 2016, Interdisciplinary mathematics education: a state of the art, SpringerOpen, London, Eng., doi: 10.1007/978-3-319-42267-1_1.

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Title Interdisciplinary mathematics education: a state of the art
Author(s) Williams, Julian
Roth, Wolff-Michael
Swanson, David
Doig, BrianORCID iD for Doig, Brian orcid.org/0000-0001-8971-6619
Groves, Susan
Omuvwie, Michael
Ferri, Rita Borromeo
Mousoulides, Nicholas
Publication date 2016
Series ICME-13 topical surveys
Total pages 36
Publisher SpringerOpen
Place of Publication London, Eng.
Keyword(s) interdisciplinarity
meta-disciplinarity
transdrisciplinarity
disciplinary boundaries
learning mathematics
teaching mathematics
social sciences
education & educational research
education, scientific disciplines
Summary This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the field’s relevant historical, conceptual and theoretical backgrounds, what “discipline” means and how inter-, trans-, and meta-disciplinary activities can be understood. Relevant theoretical perspectives from Marx, Foucault and Vygotsky are explained, along with key ideas in theory, e.g. boundaries, discourses, identity, and the division of labour in practice. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined. For example, it reports that a common theme in studies in middle and high schools is assessing the motivational benefits for the learner of subsuming disciplinary motives and even practices to extra-academic problem-solving activities; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. These disciplinary boundaries are less obviously limitations in middle and primary schools, and in some vocational courses. Third and finally, it explores selected case studies that illustrate these concepts and findings, both in terms of the motivational benefits for learners and the institutional and other boundaries involved.
ISBN 978-3-319-42266-4
ISSN 2366-5947
Language eng
DOI 10.1007/978-3-319-42267-1_1
HERDC Research category A1 Books - authored - research
Copyright notice ©2016, The Editors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30106719

Document type: Book
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.