Comparison of Interdisciplinary Connections between Mathematics and Other Subjects through Student-Centered Approaches

Autor/in	Drobnic Vidic, Andreja
Titel	Comparison of Interdisciplinary Connections between Mathematics and Other Subjects through Student-Centered Approaches
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 12 (2023) 1, S.29-55 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Interdisciplinary Approach; Inquiry; Active Learning; Elementary Secondary Education; Comparative Analysis; Research Reports; Problem Based Learning; Teaching Methods; Student Projects; Effect Size; Student Centered Learning; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Research report; Forschungsbericht; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	In some European countries inquiry-based learning (IBL) has become popular in primary and secondary mathematics education, especially for scienceconnected content. On the other hand, problem-based learning (PBL) and project-based learning (PjBL) have a longer history in mathematics, science, technology, engineering (STEM) and in some other fields in higher education. We analyse a selection of n=112 high quality research articles about the use of IBL, PBL or PjBL in mathematics, and its interdisciplinary connection with other subjects, level of education, type of research method, research design and participants for each study. Based on these characteristics, we identify the differences between the approaches in mathematics education. Finally, detailed examination of a subsample of experimental studies, where effect size is or can be measured, describes differences in interdisciplinary connections between the target approaches and indicate what kind of studies are still missing in mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01