Transdisciplinarity in Mathematics Education

1. Front Matter

   Pages i-xviii

   PDF

2. Interdisciplinary Approaches in Mathematics Education

   1. Front Matter

      Pages 1-1

      PDF

   2. Euclidean Exploration of Geometry in Islamic Art

      • Zekeriya Karadag

      Pages 3-24

   3. The Hidden Musicality of Math Class: A Transdisciplinary Approach to Mathematics Education

      • Song A. An, Daniel A. Tillman, Lawrence M. Lesser

      Pages 25-45

   4. Using Children’s Literature to Enhance Math Instruction in K-8 Classrooms

      • Melissa Luedtke, Karen Sorvaag

      Pages 47-71

3. Complexity, Difference and/in Mathematics Education

   1. Front Matter

      Pages 73-73

      PDF

   2. Complexity as a Discourse on School Mathematics Reform

      • Brent Davis

      Pages 75-88

   3. Opening a Space of/for Curriculum: The Learning Garden as Context and Content for Difference in Mathematics Education

      • Susan Jagger

      Pages 89-106

4. Mathematics for the Common Good

   1. Front Matter

      Pages 107-107

      PDF

   2. Transdisciplinarity, Critical Mathematics Education, Eco-justice, and the Politics to Come

      • Nenad Radakovic, Travis Weiland, Jesse Bazzul

      Pages 109-124

   3. Using a Mathematics Cultural Resonance Approach for Building Capacity in the Mathematical Sciences for African American Communities

      • Terrence Richard Blackman, John Belcher

      Pages 125-149

   4. Still Warring After All These Years: Obstacles to a Transdisciplinary Resolution of the Math Wars

      • Ilona I. Vashchyshyn, Egan J. Chernoff

      Pages 151-172

5. Indigenous and Transformational Mathematical Knowledge

   1. Front Matter

      Pages 173-173

      PDF

   2. Echoed Rememberings: Considering Mathematics and Science as Reconciliation

      • Dawn Wiseman, Lisa Lunney Borden

      Pages 175-192

   3. Gendered? Gender-Neutral? Views of Gender and Mathematics Held by the Canadian General Public

      • Jennifer Hall

      Pages 193-212

6. Re-formulating, Re-presenting, and Re-defining Mathematical Knowledge and the Curricula

   1. Front Matter

      Pages 213-213

      PDF

   2. Borrow, Trade, Regroup, or Unpack? Revealing How Instructional Metaphors Portray Base-Ten Number

      • Julie Nurnberger-Haag

      Pages 215-237

   3. Mathematics and Movement

      • Susan Gerofsky

      Pages 239-254

   4. Examining the Development of a Transdisciplinary Collaboration

      • Limin Jao, Melissa Proietti, Marta Kobiela

      Pages 255-275

7. Back Matter

   Pages 277-279

   PDF

The book explores various facets of transdisciplinarity in mathematics education and its importance for research and practice. The book comprehensively outlines the ways that mathematics interacts with different disciplines, world views, and contexts; these topics include: mathematics and the humanities, the complex nature of mathematics education, mathematics education and social contexts, and more. It is an invaluable resource for mathematics education students, researchers, and practitioners seeking to incorporate transdisciplinarity into their own practice.

• Mathematics Education
• Interdisciplinary education
• STEAM education
• Interdisciplinary approaches to mathematics education
• Interdisciplinary mathematics
• Interdisciplinarity
• Transformational mathematical knowledge
• Mathematics education and social contexts
• Multimodality of mathematics
• learning and instruction

• Department of Integrated Studies in Education, McGill University, Montreal, Canada

  Limin Jao

• Department of Teacher Education, College of Charleston, Charleston, USA

  Nenad Radakovic

Limin Jao received her Ph.D. in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), and is currently an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research interests include issues of exemplary teaching practice, teacher beliefs, and teacher education (pre-service and in-service), particularly in mathematics education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Jao is involved in various teacher professional development initiatives. A former secondary school mathematics teacher, Jao was also a museum educator for many years.

Nenad Radakovic is an Assistant Professor and Math Educator at the College of Charleston, Department of Teacher Education. His Ph.D. is in the field of Curriculum Studies and Teacher Development and his doctoral research was on the pedagogy of risk in the context of secondary mathematics. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators. 

Policies and ethics