Investigating Interplay Between Mathematics and Interdisciplinary Learning: How Practices Impact Beliefs

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Teacher Beliefs and Practices in Mathematics (Table 11)

Abstract

This study investigated the interconnectedness of instructors’ beliefs and practices in mathematics and interdisciplinary courses and the impact of students’ learning experiences. The study revealed that instructors strongly believe in students’ problem-solving capabilities, the value of learning, and the joy of mathematics, among other findings. It also identified three significant ways that instructors engage in interdisciplinarity, as seen through the practices of the Constructors, Curators, and Connectors, also called the 3C’s framework. These findings underscored the interdependent nature of mathematics and interdisciplinary learning environments and their influence on teachers’ beliefs and practices, with potential implications for teacher education and training.

Author

• Dyanne Baptiste Porter, Georgia Institute of Technology