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New roles for mathematics in multi-disciplinary, upper secondary school projects

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Abstract

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.

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Notes

  1. The ‘general study preparation’-subject was involved for instance in the first bullet of one of the themes formulated by the teachers:

    1. •

      Give an account of the historical development of the rockets

    2. •

      Give an account of the deduction of the rocket equation and of how the final velocity depends on the masses of fuel and empty rocket. Explain and give grounds for each step in the derivation

    3. •

      Choose yourself one kind of (historical) rocket, for which you can find data. Calculate the final velocity. (Remember to state all data and source references.)

    4. •

      Discuss which conditions influence the actual final velocity of the rocket, its height and cruising range.

  2. In Dale’s taxonomy, level K1 of professionalism is characterised by rationality in and beyond the teaching performance, level K2 includes (amongst others) reflections upon and evaluation of curriculum and teamwork with colleagues on organisation of courses, whereas level K3 encompass theory development based on own experiences.

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Authors and Affiliations

  1. University College Copenhagen, Copenhagen, Denmark

    Mette Andresen

  2. School of Education, University of Aarhus, Aarhus, Denmark

    Lena Lindenskov

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  1. Mette Andresen
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  2. Lena Lindenskov
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Correspondence to Lena Lindenskov.

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Andresen, M., Lindenskov, L. New roles for mathematics in multi-disciplinary, upper secondary school projects. ZDM Mathematics Education 41, 213–222 (2009). https://doi.org/10.1007/s11858-008-0122-z

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