LEADER 04259nam 22006975 450 001 9910161651403321 005 20230810190209.0 010 $a3-319-42267-7 024 7 $a10.1007/978-3-319-42267-1 035 $a(CKB)3710000000765743 035 $a(DE-He213)978-3-319-42267-1 035 $a(MiAaPQ)EBC5579309 035 $a(Au-PeEL)EBL5579309 035 $a(OCoLC)1018019122 035 $a(MiAaPQ)EBC6422640 035 $a(Au-PeEL)EBL6422640 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/28393 035 $a(EXLCZ)993710000000765743 100 $a20160720d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInterdisciplinary Mathematics Education $eA State of the Art /$fby Julian Williams, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves, Michael Omuvwie, Rita Borromeo Ferri, Nicholas Mousoulides 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (VII, 36 p. 7 illus.) 225 1 $aICME-13 Topical Surveys,$x2366-5955 311 $a3-319-42266-9 327 $aMain Topics You Can Find in this ?ICME-13 Topical Survey? -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead. 330 $aThis book provides an essential introduction to the state-of the-art in interdisciplinary Mathematics Education. First, it begins with an outline of the field?s relevant historical, conceptual and theoretical backgrounds, what ?discipline? means and how inter-, trans-, and meta-disciplinary activities can be understood. Relevant theoretical perspectives from Marx, Foucault and Vygotsky are explained, along with key ideas in theory, e.g. boundaries, discourses, identity, and the division of labour in practice. Second, the book reviews research findings of mainly empirical studies on interdisciplinary work involving mathematics in education, in all stages of education that have become disciplined. For example, it reports that a common theme in studies in middle and high schools is assessing the motivational benefits for the learner of subsuming disciplinary motives and even practices to extra-academic problem-solving activities; this is counter-balanced by the effort needed to overcome the disciplinary boundaries in academic institutions, and in professional identities. These disciplinary boundaries are less obviously limitations in middle and primary schools, and in some vocational courses. Third and finally, it explores selected case studies that illustrate these concepts and findings, both in terms of the motivational benefits for learners and the institutional and other boundaries involved. 410 0$aICME-13 Topical Surveys,$x2366-5955 606 $aMathematics$xStudy and teaching  606 $aLearning, Psychology of 606 $aTeachers$xTraining of 606 $aMathematics Education 606 $aInstructional Psychology 606 $aTeaching and Teacher Education 615 0$aMathematics$xStudy and teaching . 615 0$aLearning, Psychology of. 615 0$aTeachers$xTraining of. 615 14$aMathematics Education. 615 24$aInstructional Psychology. 615 24$aTeaching and Teacher Education. 676 $a370 700 $aWilliams$b Julian$4aut$4http://id.loc.gov/vocabulary/relators/aut$0936816 702 $aRoth$b Wolff-Michael$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aSwanson$b David$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aDoig$b Brian$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aGroves$b Susie$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aOmuvwie$b Michael$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aBorromeo Ferri$b Rita$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aMousoulides$b Nicholas$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910161651403321 996 $aInterdisciplinary Mathematics Education$92262362 997 $aUNINA