The purpose of this paper is to describe and analyse the nature of an interdisciplinary approach to the development of an online learning module designed for secondary mathematics Initial Teacher Education Students (ITES). In developing a module on mathematical modelling, team members crossed both disciplinary and institutional boundaries. Semi-structured interviews were used to gain insight into the perspectives of team members on the collaboration and analysed through the frame of boundary crossing. The analysis revealed the process of collaboration was advantageous in a number of ways but brought with it complexities that required accommodation.
|Title of host publication||PME 41|
|Subtitle of host publication||Proceedings of the 41st Conference of the International Group of the Psychology of Mathematics Education|
|Editors||Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy|
|Place of Publication||Singapore|
|Number of pages||8|
|Publication status||Published - 2017|
|Event||Conference of the International Group for the Psychology of Mathematics Education (41st : 2017) - , Singapore|
Duration: 17 Jul 2017 → 22 Jul 2017
|Conference||Conference of the International Group for the Psychology of Mathematics Education (41st : 2017)|
|Abbreviated title||PME 41|
|Period||17/07/17 → 22/07/17|
Geiger, V., & Mulligan, J. (2017). An interdisciplinary approach to mathematical modelling in secondary teacher education. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), PME 41: Proceedings of the 41st Conference of the International Group of the Psychology of Mathematics Education (Vol. 2, pp. 337-344). Singapore: PME Committee.