Abstract
In this chapter, we address the issue of cross-curricular teaching and learning in mathematics education from different viewpoints and base our discussion on both theoretical perspectives and empirical evidence. A pivotal question is why school mathematics is frequently conceived as difficult to integrate with other subjects, sometimes even consciously left out when teachers plan for cross-curricular activities. We argue that the marginal position of mathematics within cross-curricular teaching and learning can be explained by the dominance of an instrumental view on mathematics and its learning. If mathematics education is instead viewed from a complementary perspective, from a relational view, we argue that a cross-curricular educational context could provide a meaningful, realistic setting in which to engage in doing mathematics and making learners’ mathematical knowledge less inert.
Original language | English |
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Title of host publication | Developing a Didactic Framework Across and Beyond School Subjects |
Subtitle of host publication | Cross- and Transcurricular Teaching |
Editors | Søren Harnow Klausen, Nina Mård |
Publisher | Routledge |
Chapter | 9 |
Number of pages | 13 |
ISBN (Electronic) | 9781003367260 |
ISBN (Print) | 9781032433202, 9781032434292 |
DOIs | |
Publication status | Published - Dec 2023 |
MoE publication type | A3 Part of a book or another research book |