Titlebook: Interdisciplinary Mathematics Education; The State of the Art Brian Doig,Julian Williams,Pat Drake Book‘‘‘‘‘‘‘‘ 2019 The Editor(s) (if appl

同音

“Draw What You See” Transcending the Mathematics Classroom mathematics, producing a counter-narrative to one of failure and helplessness typical of mathematics as a discipline. Recommendations for further study focussed on mainly mono-disciplinary contexts are shared.

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Book‘‘‘‘‘‘‘‘ 2019at schools and tertiary institutions; teacher education; and implications for policy and practice. Each chapter, and the book itself, closes with an assessment of the most significant aspects that those involved in policy and practice, as well as future researchers, should take into account.?.

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神經(jīng)

Quantitative Reasoning and Its R?le in Interdisciplinarityied or refuted, modelled mathematically and tested against reality. Yet quantitative reasoning is often misrepresented, underdeveloped, and ignored in STEM classrooms. The chapter finishes with a discussion of the impact of Real STEM.

吞吞吐吐

Mathematics in an Interdisciplinary STEM Course (NLT) in The Netherlandsive outcomes when it comes to mathematics in the course NLT not only shows diversity in practice but also raises questions we need to address if we want mathematics to be part of interdisciplinary education.

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