A new concept, compulsory multi-disciplinary courses, was introduced in upper secondary school curriculum as a central part of a recent reform. This paper reports from a case study of such a triple/four-disciplinary project in mathematics, physics, chemistry and ‘general study preparation’ performed under the reform by a team of experienced teachers. The aim of the case study was to inquire how the teachers met the demands of the introduction of this new concept and, to look for signs of new relations established by the students between mathematics and other subjects, as a result of the multi-disciplinary teaching. The study revealed examples of good practice in planning and teaching. In addition, it served to illuminate interesting aspects of how students perceived the school subject mathematics and its relations to other subjects and to common sense.
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 2 weeks ago
- RT @A2SchoolsSuper: We ❤️ #TreeTown @A2schools #InspireA2 #A2gether Ann Arbor named best place to live in America - again https://t.co/yRrH… 6 months ago
- RT @SpringerEdu: Teachers’ talk about the mathematical practice of attending to precision link.springer.com/article/10.100… 6 months ago
- RT @SpringerEdu: RT @authorzone: Discover what English-language #SpringerNature books topped 2017’s list in downloads, citations, and menti… 6 months ago
- Sharing some thoughts about the process of settling down in Ann Arbor. #Sabbatical fulbright.no/grantee-experi… 10 months ago