An interdisciplinary approach to mathematical modelling in secondary teacher education

Vincent Geiger; Joanne Mulligan

An interdisciplinary approach to mathematical modelling in secondary teacher education

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

Abstract

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.

Original language	English
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
Publisher	PME Committee
Pages	337-344
Number of pages	8
Volume	2
ISBN (Print)	9781387136117
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	Conference of the International Group for the Psychology of Mathematics Education (41st : 2017)
Abbreviated title	PME 41
Country	Singapore
Period	17/07/17 → 22/07/17

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title = "An interdisciplinary approach to mathematical modelling in secondary teacher education",

abstract = "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. ",

author = "Vincent Geiger and Joanne Mulligan",

year = "2017",

language = "English",

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booktitle = "PME 41",

publisher = "PME Committee",

note = "Conference of the International Group for the Psychology of Mathematics Education (41st : 2017), PME 41 ; Conference date: 17-07-2017 Through 22-07-2017",

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Geiger, V & Mulligan, J 2017, An interdisciplinary approach to mathematical modelling in secondary teacher education. in B Kaur, WK Ho, TL Toh & BH Choy (eds), PME 41: Proceedings of the 41st Conference of the International Group of the Psychology of Mathematics Education. vol. 2, PME Committee, Singapore, pp. 337-344, Conference of the International Group for the Psychology of Mathematics Education (41st : 2017), Singapore, 17/07/17.

An interdisciplinary approach to mathematical modelling in secondary teacher education. / Geiger, Vincent; Mulligan, Joanne.

PME 41: Proceedings of the 41st Conference of the International Group of the Psychology of Mathematics Education. ed. / Berinderjeet Kaur; Weng Kin Ho; Tin Lam Toh; Ban Heng Choy. Vol. 2 Singapore : PME Committee, 2017. p. 337-344.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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AB - 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.

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