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One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teachingFreiman, Viktor, Michaud, Danis 13 April 2012 (has links) (PDF)
Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an
innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating
mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various
perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.
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One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teachingFreiman, Viktor, Michaud, Danis 13 April 2012 (has links)
Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an
innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating
mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various
perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.
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