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Mathematics in context: focusing on students
Universita' di Modena e Reggio Emilia, Modena, Itlay.
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
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2009 (English)In: Challenging Mathematics In and Beyond the Classroom – The 16th ICMI Study / [ed] E. J. Barbeau and P. J. Taylor, New York: Springer Science+Business Media B.V., 2009, 171-203 p.Chapter in book (Refereed)
Abstract [en]

This chapter presents nine case studies in which school students engage in challenging mathematics outside their immediate classroom environment. In each case, students are encouraged to collaborate in investigations that go beyond the standard curriculum and creatively use the ingredients of the particular context. In Italy, students visit a mathematical laboratory to understand and utilize mathematical machines. Morning assembly at an Indian school brings students from many classes together in the solution of mathematical problems. Four of the projects are from France: students analyze the configuration of a heap of sand, pursue astronomical investigations with software, obtain a flavor of research by having secondary school teams investigate interesting problems, and are presented at all levels with open-ended research problems. There are three programs from the United States, the first, an advanced geometry sequence for secondary students completing the regular syllabus early, the second, activities arising from exhibits in an art museum, and the third, using the school lawn to deepen student understanding of geometric constructions. All such activities need to be evaluated for their effectiveness, so that they move from just being initiatives of dynamic individuals to serve as the foundation for systemic improvements in the way in which students learn, understand and use mathematics. In the early part of this chapter, we briefly mention how research into such activities might be approached.

Place, publisher, year, edition, pages
New York: Springer Science+Business Media B.V., 2009. 171-203 p.
National Category
Other Mathematics
URN: urn:nbn:se:umu:diva-31861DOI: 10.1007/978-0-387-09603-2_6ISBN: 978-0-387-09603-2OAI: diva2:297937
Available from: 2010-02-19 Created: 2010-02-19 Last updated: 2015-07-03

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Gade, Sharada
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Umeå Mathematics Education Research Centre (UMERC)Department of Science and Mathematics Education
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