Interdisciplinarity for the 21st Century

Proceedings of the 3rd International Symposium on Mathematics and its Connections to Arts and Sciences, Moncton 2009

Bharath Sriraman, Viktor Freiman, Bharath Sriraman, Viktor Freiman

• Publisher: Information Age Publishing
• Year: 2010
• Print ISBN:
  9781617352188
  9781617352195
• eBook ISBN:
  9781617352201
• Topic: Mathematics
• Subtopic: Research in Education
• Index: Mathematics

Interdisciplinarity has become increasingly important for emergent professions of the 21st century yet there is a dearth of systematic studies aimed at implementing it in the school and university curricula. The Mathematics and its Connections to the Arts and Sciences (MACAS ) group places Mathematics as a vehicle through which deep and meaningful connections can be forged with the Arts and the Sciences and as a means of promoting interdisciplinary and transdisciplinary thinking traits amongst students. The Third International Symposium held by the MACAS group in Moncton, Canada in 2009 included numerous initiatives and ideas for interdisciplinarity that are implementable in both the school and university setting. The chapters in this book cover interdisciplinary links with mathematics found in the domains of culture, art, aesthetics, music, cognition, history, philosophy, engineering, technology and science with contributors from Canada, U.S, Denmark, Germany, Mexico, Iran and Poland amongst others.

Table of contents

• Cover
• Interdisciplinarity for the Twenty-First Century: Proceedings of the Third International Symposium on Mathematics and Its Connections to Arts and Sciences, Moncton 2009
• The Montana Mathematics Enthusiast Monographs in Mathematics Education Monograph Number 11
• Interdisciplinarity for the Twenty-First Century: Proceedings of the Third International Symposium on Mathematics and Its Connections to Arts and Sciences, Moncton, 2009
• Dedication
• Copyright
• CONTENTS
• INTRODUCTION: Interdisciplinary Networks for Better Education in Mathematics, Science, and the Arts
• 1: INTERCULTURAL POSITIONING IN MATHEMATICS
• 2: HISTORY IN MATHEMATICS EDUCATION—WHY BOTHER?: Interdisciplinarity, Mathematical Competence and the Learning of Mathematics
• 3: THE ROLE OF THE AESTHETIC IN MATHEMATICAL PROBLEM SOLVING
• 4: MATHEMATICS IN THE EVERYDAY WORLD AND AT WORK: Prolegomena for Rethinking the Concept of Interdisciplinarity
• 5: A PORTRAIT ON HOW GROUPS OF ELEMENTARY AGE STUDENTS IN A FRENCH LANGUAGE MINORITY SETTING POSE AN ENVIRONMENTAL PROBLEM
• 6: TEACHING CITIZENSHIP EDUCATION THROUGH THE MATHEMATICS COURSE
• 7: FLOW: An Emotional Experience in Mathematics Problem Solving
• 8: LEARNER DIRECTED OPPORTUNITIES THROUGH ADAPTIVE HYPERMEDIA SYSTEMS
• 9: QUANTITATIVE REASONING AS A TOOL FOR UNDERSTANDING
• 10: INTERDISCIPLINARITY THROUGH PROCESSES OF MODELING AND SOCIOMATHEMATICAL DECISION MAKING
• 11: DO MATHEMATICAL LABORATORIES ENHANCE PRIMARY SCHOOL STUDENTS’ HANDS-ON LEARNING EXPERIENCES?
• 12: AMAZING MATH-SCIENCE-ARTS CONNECTIONS: Getting Insights Into the Golden Ratio
• 13: MATHEMATICS IN CONTEMPORARY ART
• 14: ADVANCING THE CONCEPT OF VARIABLES THROUGH CROSS-CURRICULAR STATIONS BETWEEN ARTS AND MATHEMATICS INSTRUCTION
• 15: VISUAL ARTS AND MATHEMATICS: Intertwining for a New Conversation in Education
• 16: WHY IS A NEGATIVE × A NEGATIVE = A POSITIVE?: Possible Benefits of Interdisciplinarity
• 17: WRITING + MATH = OPPORTUNITY: Forging New Interdisciplinary Connections
• 18: STUDY OF THE POTENTIAL OF THE USE OF DEGREES OF CERTAINTY TO PROVIDE THE COMMON SENSE WITH AN “ALERT BELL”
• 19: VISUO-DYNAMIC LEARNING: How Does the Net Generation Learn?
• 20: ONLINE VIDEO TECHNOLOGY AS ENABLER FOR TEACHING AND LEARNING MULTIDISCIPLINARY TOPICS
• 21: DIRECTIONAL PITCH SPACES
• 22: A NOTE ON FIBONACCI NUMBERS IN MUSIC
• 23: ROBOTIC-BASED LEARNING: RoboMaTIC
• 24: NET GENERATION: Social Media and its Link to Interdisciplinarity
• 25: A CITY BUILT ON GEOMETRY: Project-Based Learning in a Grade 10 Math Classroom
• 26: PLATO’S TIMAEUS AND THE INTERVALS USED IN TRADITIONAL MUSIC OF THE MIDDLE EAST
• 27: USING ORIGAMI AS CONTEXT BUILDER TO TEACH (PRE)MATH SKILLS
• 28: ARE THERE MATHEMATICAL PHENOMENA?
• 29: MATHEMATICAL LITERACY AND HOW SCIENTIFIC EXPERIMENTS CAN PROMOTE THAT CONCEPTION
• 30: CROSS-CURRICULAR TEACHING BETWEEN MATHEMATICS AND BIOLOGY: Nutrition Circle, Similarity, and Allometry
• 31: A CALL FOR INTEGRATING ENGINEERING THROUGH COOPERATIVE LEARNING IN THE MATHEMATICS AND SCIENCE TEACHER EDUCATION PROGRAM
• 32: CHOOSING TO STUDY MATHEMATICS AND SCIENCE BEYOND THE CLASSROOM: Who Participates and Why?
• 33: A BRIEF HISTORY AND EXPLORATION OF SOME DIDACTIC JOURNEYS TO CONNECT THE GREAT CONTINENTS OF KNOWLEDGE
• 34: SOME REMARKS ON THE COMPARISON BETWEEN MATHEMATICAL AND POETICAL FACTS/EVENTS
• ABOUT THE AUTHORS