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One mathematical formula in the science textbook: looking into innovative potential of interdisciplinary mathematics teaching

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.

Identiferoai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:1712
Date13 April 2012
CreatorsFreiman, Viktor, Michaud, Danis
ContributorsHTW Dresden
Source SetsHochschulschriftenserver (HSSS) der SLUB Dresden
LanguageEnglish
Detected LanguageEnglish
Typedoc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text
SourceProceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 184 - 188
Rightsinfo:eu-repo/semantics/openAccess
Relationurn:nbn:de:bsz:14-qucosa-79236, qucosa:1658

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