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, Eduard; Dilling, Frederik; Kraus, Simon; Phương, Nguyễn Thị; Chat, Tran Ngoc; Biên, Nguyễn Văn

doi:10.29333/ejmste/114097

Cited by 4 publications

(3 citation statements)

References 56 publications

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“…Mathematics has always been the basis of knowledge on which physical laws, chemical formulas, technological structures, proportions in art, philosophical logic, syntactic structures in linguistics have developed (Krause et al., 2020). Mathematics has such a motivating creative force (Burnard et al., 2021) that even the very attempt to break out of its theoretical hermeticism, the desire to create a completely abstract work of art, without following any method, still admits the possibility of description using the theory of chaos or randomness.…”

Section: Introductionmentioning

confidence: 99%

Actualization of interdisciplinary integration at mathematics lessons

Zhexembinova,

Kokazhayeva,

Babaev

et al. 2023

Euro J of Education

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The relevance of the published research on the actualization of interdisciplinary integration at mathematics lessons is due to the need for conceptual clarification of what is included in the concept of an academic discipline, and, consequently, interdisciplinary integration. Currently, there is no uniformly consistent interdisciplinary terminology, moreover, interdisciplinary boundaries are often difficult to overcome. In pedagogical practice, intersubject is only rhetorically praised, but its practical implementation is often very difficult. This publication aims at studying the role and potential of the actualization of interdisciplinary integration at mathematics lessons. Mathematics is widely recognized as central to human development. However, there are not enough research concerning teaching mathematics in various contexts of educational systems. The object of the study is interdisciplinary integration at mathematics lessons within the framework of holistic learning concepts. Consideration of interdisciplinary integration at mathematics lessons gives researchers the key to education of the XXI century. Nevertheless, few studies are published concerning the proposed object that can serve as a basis for practice in the actualization of interdisciplinary integration at mathematics lessons. Qualitative critical phenomenology was used as a research methodology, since the logic of the actualization of interdisciplinary integration at mathematics lessons reflects a system of historically determined values transmitted by institutionalized models of behaviour, thinking and speech. The application of critical phenomenology allowed us to come to an understanding of how the social and pedagogical aspects of the actualization of interdisciplinary integration at mathematics lessons affect the ways in which students construct reality. Critical phenomenology has made it possible to identify various approaches to the study of the actualization of interdisciplinary integration at mathematics lessons, to study the impact of social interactions in the construction of interdisciplinary discourse by students, the possible impact that interdisciplinary discourse can have on learning. Since the research was of a qualitative nature, it was inevitably influenced by the interpretative methodological paradigm, which recognizes that individual life experience is formed by context, and ideas about knowledge are socially constructed.

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Section: Introductionmentioning

confidence: 99%

Actualization of interdisciplinary integration at mathematics lessons

Zhexembinova,

Kokazhayeva,

Babaev

et al. 2023

Euro J of Education

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“…Physics is a subject taught at the Senior High School (SMA) level. Physics is a subject that studies natural phenomena accompanied by mathematical experiments and measurements (Krause et al, 2020). In school, physics is the subject most avoided and feared by students because it requires a high level of understanding to learn it (Meiliani et al, 2021;Putra et al, 2021;Reyza et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Mastery of Student Concepts in Physics Learning: Analysis of student learning outcomes based on teacher treatment after using the Discovery Learning Model

Syefrinando,

Sofna,

Pramita

et al. 2023

edumaspuljr

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This research aims to determine the effect of the discovery learning model on mastery of the concept of temperature and heat material. This research uses a quantitative type of research with a quasi-experimental design using Posttest Only Control Group Design. The population of this research is class X for the 2023/2024 academic year at SMK Negeri 09 Muaro Jambi. Sampling used a purposive sampling technique to obtain 2 classes, namely the experimental class with 18 students and the control class with 18 students. Both classes were given test questions in the form of a multiple choice posttest consisting of 5 questions. Based on tests and data analysis, the average score for the experimental class was 70.00 with a standard deviation of 19.70 and the average score for the control class was 58.00 with a standard deviation of 24.22. From the results above, it is found that mastery of concepts using the discovery learning model is better than mastery of concepts without using a learning model. It can be concluded that the discovery learning model influences students' mastery of concepts in temperature and heat material. This is because learning using the discovery learning model can increase students' activeness in learning, especially temperature and heat material.

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“…Interdisciplinary education is also mentioned as a goal of teaching mathematics: "Mathematics education establishes connections between mathematical ideas, between mathematics and real life, between mathematics and other school subjects and other educational activities, especially the connections between mathematics and the subjects Science, Natural Science, Physics, Chemistry, Although recognizing the advantages of interdisciplinary teaching, the Vietnam Ministry of Education and Training (MOET) still has difficulties in introducing it. While the school curriculum is innovative, the teachers still do not know how to integrate school subjects in the teaching process (Krause et al, 2020). The survey in the project "Teaching mathematics at the high school level in an integrated way through interdisciplinary projects" shows that high school mathematics teachers understand the necessary of interdisciplinary teaching but they find difficulties in applying it because of the limitation of teaching time, the lack of instructive documents and the lack of knowledge of other subjects (Nguyen & Nguyen, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam

Chi¹

2021

International Journal of Education and Practice

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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

Cited by 4 publications

References 56 publications

Actualization of interdisciplinary integration at mathematics lessons

Actualization of interdisciplinary integration at mathematics lessons

Mastery of Student Concepts in Physics Learning: Analysis of student learning outcomes based on teacher treatment after using the Discovery Learning Model

Teaching Mathematics through Interdisciplinary Projects: A Case Study of Vietnam

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