000			03581nam a22005775i 4500
001			978-3-319-42267-1
003			DE-He213
005			20190313085136.0
007			cr nn 008mamaa
008			160720s2016 gw | s |||| 0|eng d
020			_a9783319422671 _9978-3-319-42267-1
024	7		_a10.1007/978-3-319-42267-1 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPB _2bicssc
072		7	_aEDU029010 _2bisacsh
082	0	4	_a370 _223
100	1		_aWilliams, Julian. _eauthor.
245	1	0	_aInterdisciplinary Mathematics Education _h[electronic resource] : _bA State of the Art / _cby Julian Williams, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves, Michael Omuvwie, Rita Borromeo Ferri, Nicholas Mousoulides.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2016.
300			_aVII, 36 p. 7 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aICME-13 Topical Surveys, _x2366-5947
505	0		_aMain Topics You Can Find in this “ICME-13 Topical Survey” -- Introduction -- Survey on the State-of-the-art -- Summary and Looking Ahead.
506	0		_aOpen Access
520			_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.
650		0	_aEducation.
650		0	_aMathematics _xStudy and teaching.
650		0	_aTeaching.
650	1	4	_aEducation.
650	2	4	_aMathematics Education.
650	2	4	_aLearning & Instruction.
650	2	4	_aTeaching and Teacher Education.
700	1		_aRoth, Wolff-Michael. _eauthor.
700	1		_aSwanson, David. _eauthor.
700	1		_aDoig, Brian. _eauthor.
700	1		_aGroves, Susie. _eauthor.
700	1		_aOmuvwie, Michael. _eauthor.
700	1		_aBorromeo Ferri, Rita. _eauthor.
700	1		_aMousoulides, Nicholas. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783319422664
830		0	_aICME-13 Topical Surveys, _x2366-5947
856	4	0	_uhttp://dx.doi.org/10.1007/978-3-319-42267-1
912			_aZDB-2-EDA
999			_c48421 _d48421