Παρουσίαση/Προβολή
Systemic approaches and complexity in interdisciplinary mathematics education
(81E002) - Andreas Moutsios-Rentzos
Περιγραφή Μαθήματος
The course includes, but is not delimited to, the following:
- System, learning organization, types of systems
- Complexity
- Conceptualisations of interdisciplinarity compare/contrast with multidisciplinarity, transdisciplinarity, ST(R)E(A)M etc.
- System thinking
- Learning as linking links
- Interdisciplinary problem solving and problem posing.
- The school unit and the school class as learning organisations.
- Signs and significations in the everyday teaching and learning: inter-/intra-disciplinary investigations.
- Mathematics and mathematics notation in in the everyday teaching and learning: inter-/intra-disciplinary investigations.
- Textbooks and curriculum: interdisciplinary perspectives.
- Norms of social interactions in the complex mathematics class.
- Social systems in education.
- Familial relationships in the complex primary school mathematics school class.
- Development of mathematical argumentation in the complex classroom.
Ημερομηνία δημιουργίας
Τρίτη 18 Οκτωβρίου 2022
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Course Objectives/Goals
Upon successful completion of the course, the students will be able to:
- to know, describe, distinguish, compare, classify, and evaluate basic theories, constructs, and ideas about systemic approaches, complexity, and interdisciplinarity in education and in mathematics education
- to know, describe, distinguish, review and make inferences about effective ways of interdisciplinary teaching mathematics that are included in the curriculum of primary school
- to know, describe, review, and evaluate mathematics teaching decisions for the subject of mathematics in the school class and school unit system
- to know, describe, review, and evaluate mathematics teaching decisions for the subject of mathematics drawing upon a systemic engineering of the textbooks and the curriculum
- to know, describe, review, make inferences and evaluate direct/indirect ways to support the development of interdisciplinary mathematical thinking in the system of the primary mathematics classroom
- to know, describe, apply, synthesize and organize criteria for the evaluation of mathematics textbooks, as well as to reorganize and adapt them to the needs of students in a class, within the perspective of a systemic, interdisciplinary approach.
Assessment Methods
Assessment in English
- Formative & Summative
- Written assignment (up to 45%)
- Oral Examinations (up to 45%)
- In-class presentations (up to 10%)
Bibliography
Bertalanffy, L. V. (1968). General System Theory: Foundations, Development, Applications. George Braziller.
Davis, B., & Sumara, D. J. (2006). Complexity and education: Inquiries into learning, teaching, and research. Psychology Press.
Davis, B., Sumara, D., & Luce-Kapler, R. (2008). Engaging minds: Changing teaching in a complex world. Routledge.
Davis, B., Francis, K., & Friesen, S. (2019). STEM education by design: Opening horizons of possibility. Routledge.
Hager, P., & Beckett, D. (2019). The emergence of complexity: Rethinking education as a social science. Springer Nature.
MacDonald, A., Danaia, L., & Murphy, S. (2020). STEM Education Across the Learning Continuum. Springer.
Pepin, B., & Roesken-Winter, B. (Eds.). (2014). From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions. Springer.
Stylianides, G. J., & Hino, K. (2018). Research advances in the mathematical education of pre-service elementary teachers. Springer.
Watzlawick, P., Beavin, J., & Jackson, D. D. (1967). Pragmatics of Human Communication. A study of interactional patterns, pathologies, and paradoxes. Norton.
Williams, J., Roth, W.M., Swanson, D., Doig, B., Groves, S., Omuvwie, M., Borromeo Ferri, R., & Mousoulides, N., (2016). Interdisciplinary mathematics education. Springer Nature.
Wittmann, E. C. (2021). Connecting Mathematics and Mathematics Education: Collected Papers on Mathematics Education as a Design Science. Springer Nature.