Interdisciplinary instruction

Claus Michelsen and Bharath Sriraman have written an article called Does interdisciplinary instruction raise students’ interest in mathematics and the subjects of the natural sciences? The article was published online in ZDM on Sunday. Here is the abstract of their article:

This article presents the research project IFUN (the acronym IFUN refers to Interesse og Fagoverskrindende Undervisning i Naturvidenskab and Interesse und Fächerübergreifender Unterricht in den Naturwisseschaften which is Danish and German, respectively, for Interest and Interdisciplinary Instruction in Science and Mathematics)—Interest and Interdisciplinary Instruction in Science (we use the term science as a common denominator for the subjects of physics, chemistry and biology) and Mathematics. The aim of the project was to investigate on how upper secondary students’ interest in the subjects of mathematics, physics, chemistry and biology might be improved by increased instructional interplay and integration between the subjects. The individual student’s interests in interdisciplinary domains of mathematics and science are studied within a three-dimensional framework: (1) the student’s interest in a particular interdisciplinary domain of mathematics and science. (2) The characteristics of a specific learning setting that causes a situational interest in the topic and promotes and supports a shift from catching interest to holding interest. (3) The student’s affiliation with and valuation of mathematics and science. We present the main results from an interest study conducted with a 147 item Likert questionnaire administered to 255 grade 11 students. The results of the study show that students have a high interest in mathematics and are positive towards interdisciplinary instruction. When it comes to the individual student’s affiliation with and valuation of mathematics and science, the study shows that future studies and careers play an important role. We conclude that the results indicate it is possible to expand interest in one subject to another subject through interdisciplinary instruction.

Interdisciplinarity in mathematics education

Bharath Sriraman (the editor of The Montana Mathematics Enthusiast) has written the editorial to a forthcoming issue of ZDM. The leading idea of this special issue is that of interdisciplinarity, and Sriraman’s editorial is entitled: Interdisciplinarity in mathematics education: psychology, philosophy, aesthetics, modelling and curriculum. This special issue (ZDM, vol. 41, nos 1 and 2) will be a double issue with 22 articles! Sriraman presents some interesting numbers about the issue in his editorial, indicating that this is a somewhat special issue:

ZDM, vol 41, nos 1 and 2 = 3 International Symposia + 5 years of collaboration + 22 months of planning + 44 reviewers + 3 rounds of reviews, revisions, commentaries, re-revisions + 24 authors + 1 idiosyncratic guest editor + 1,123 e-mail communications = 22 articles.