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Julian Williams; Wolff-Michael Roth; David Swanson; Brian Doig; Susie Groves; Michael Omuvwie; Rita Borromeo Ferri; Nicholas Mousoulides
Interdisciplinary Mathematics Education
~EN PB NWISBN: 9783319422664 bzw. 3319422669, vermutlich in Englisch, Springer Shop, Taschenbuch, neu.
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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. Soft cover.
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. Soft cover.
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Interdisciplinary Mathematics Education als von
DE HC NWISBN: 9783319422664 bzw. 3319422669, in Deutsch, Springer-Verlag GmbH, gebundenes Buch, neu.
Interdisciplinary Mathematics Education:A State of the Art ICME-13 Topical Surveys. 1st ed. 2016 Julian Williams, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves Interdisciplinary Mathematics Education:A State of the Art ICME-13 Topical Surveys. 1st ed. 2016 Julian Williams, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves.
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/ Roth / Swanson | Interdisciplinary Mathematics Education | Springer | 1st ed. 2016 | 2016
~EN NWISBN: 9783319422664 bzw. 3319422669, vermutlich in Englisch, Springer, neu.
This book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the fields 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.
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