The University of Montana
Department of Mathematical Sciences

Technical report #6/2009

Interdisciplinarity in Mathematics Education: Psychology, Philosophy, Aesthetics, Modelling and Curriculum

Bharath Sriraman
The University of Montana

Abstract

Human beings are by definition “interdisciplinary”- we are complex neurobiological organisms capable of juggling a wide array of tasks that intertwine the physical, psychological, inter-personal, intuitional, intellectual, cultural and spiritual dimensions of being. Yet schooling and institutional practices utilize a fraction of our capabilities with the goal of reducing us to functional specialists who propagate the existing status quos. This double issue of ZDM-The International Journal on Mathematics Education has been organized into 5 sections, namely psychology, philosophy, aesthetics, modelling and curriculum. This double issue includes extended papers from the MACAS1, MACAS2 and IHPST9 symposia after two, sometimes three rounds of critical peer review. This publication provides the current state of the art on interdisciplinarity in mathematics education based on the last 5 years of ongoing research initiatives.

Keywords: Interdisciplinary education; Mathematics Education; Creativity; Curriculum

AMS Subject Classification: 97

Download Technical Report: pdf (375 KB)

Pre-print of ZDM- The International Journal on Mathematics Education, vol 41. Nos 1& 2, pp. 1-256 . January 2009 [in press]

URL: http://www.springerlink.com/content/vg6772846pgv8136