Reflecting on the value of mathematics in an interdisciplinary STEM course

Nelleke Den Braber, J.H.J. Kruger, M. Mazereeuw, W. Kuiper

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Abstract

Rationales for interdisciplinary STEM courses are often based on the fact that the problems we face in today’s world call for perspectives and knowledge from many different areas. In many cases this includes mathematics because it is used in many research fields and because it is part of everyday life. At the same time interdisciplinary literature suggests that mathematics gains the least from integration. In this paper we use a successful interdisciplinary STEM course in the Netherlands to illustrate how students and teachers think about the value of mathematics. To analyse teacher and student statements concerning the value of mathematics a model is introduced for a disciplinary mathematics perspective for interdisciplinary STEM courses and the opportunities this model ca
provide are discussed.
Original languageEnglish
Title of host publicationProceedings of the Eleventh Congress of the European Society for Research in Mathematics Education
EditorsU. T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis
Place of PublicationUtrecht, the Netherlands
PublisherFreudenthal Group & Freudenthal Institute, Utrecht University and ERME
Pages4757-4764
Number of pages8
Publication statusPublished - 2019

Keywords

  • mathematics in STEM
  • secundary education
  • value of mathematics
  • perspective taking

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