To Double a Recipe -- Interdisciplinary Teaching and Learning of Mathematical Content Knowledge in a Home Economics Setting

Autor/inn/en	Brante, Göran; Brunosson, Albina
Titel	To Double a Recipe -- Interdisciplinary Teaching and Learning of Mathematical Content Knowledge in a Home Economics Setting
Quelle	In: Education Inquiry, 5 (2014) 2, Artikel 23925 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v5.23925
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Home Economics; Fractions; Mathematics Instruction; Educational Benefits; Knowledge Level; Student Interests; Learning Motivation; Foreign Countries; Food; Mathematics Tests; Elementary School Students; Sweden + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Hauswirtschaft; Hauswirtschaftslehre; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Bildungsertrag; Wissensbasis; Studieninteresse; Motivation for studies; Lernmotivation; Ausland; Lebensmittel; Schweden
Abstract	This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils' (n=18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils' knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils' interest and life world can enhance motivation and, in turn, learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01