| 書目名稱 | Interdisciplinary Mathematics Education | | 副標題 | A State of the Art | | 編輯 | Julian Williams,Wolff-Michael Roth,Nicholas Mousou | | 視頻video | http://file.papertrans.cn/471/470803/470803.mp4 | | 概述 | Offers a unique introduction to the state-of-the-art in conceptualising, reviewing, and case-studying “interdisciplinary mathematics”.Includes case studies that illustrate the findings.Features sugges | | 叢書名稱 | ICME-13 Topical Surveys | | 圖書封面 |  | | 描述 | .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 | | 出版日期 | Book‘‘‘‘‘‘‘‘ 2016 | | 關(guān)鍵詞 | Interdisciplinarity; Meta-Disciplinarity; Transdrisciplinarity; Disciplinary Boundaries; Learning Mathem | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-319-42267-1 | | isbn_softcover | 978-3-319-42266-4 | | isbn_ebook | 978-3-319-42267-1Series ISSN 2366-5947 Series E-ISSN 2366-5955 | | issn_series | 2366-5947 | | copyright | ? The Editor(s) (if applicable) and The Author(s) 2016 |
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