Interdisciplinary Mathematics Education

Abstract

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Conclusion to Interdisciplinary Mathematics Education

“…In our original pre-ICME-13 assessment of the State of the art (Williams et al, 2016), we commented on key weaknesses in the field that research needed to address, and this book does address some of these, such as the clarification of the conceptions in the field and its theoretical bases; the different integrative and cross curricular practices studied in cases; and the policies adopted in schools breaking down disciplinary barriers.…”

Inclusion of Interdisciplinary Approach in the Mathematics Education of Biology Trainee Teachers in Slovakia

“…Following Choi and Pak (2006), Stock andBurton (2011), andWilliams et al (2016), we recognize various levels of the term interdisciplinarity which, we use in its broadest sense.…”

Theoretical Perspectives on Interdisciplinary Mathematics Education

“…In a review, Williams et al (2016) concluded that interdisciplinary mathematics education in the context of inquiry and problem solving offers mathematics to the wider world in the form of added value (e.g. in problem solving), but on the other hand also offers to mathematics the added value of the wider world.…”

“…The problem of interdisciplinary mathematics education requires a conceptualisation of 'discipline' or 'disciplinarity'. But first, assuming an everyday, intuitive notion of discipline, we reflect on the issue of 'inter' disciplinarity: in fact, interdisciplinarity is often understood as a multifaceted but partially nested system of concepts, where different forms of inquiry are situated, at one or another level of complexity of the inquiry process, as follows (see a more extensive discussion of this in Williams et al, 2016) (Fig. 3.1).…”