The International surveys, such as TIMSS 2015 (Trends in International Mathematics and Science Study) show how the students performance in scientific subjects in some European countries, like Italy, are under the OECD average compared to other technologically advanced countries, mainly from Asia. Significant is the gap in the understanding between the more “real” geometry and the “abstract” algebra. The causes can be found in low incentives that students receive from current teaching methods.
According to the current theories, student’s motivation is directly proportional to their ability to understand the topic studied. The motivation activates even the self-assessment ability that promotes performance improvement in the learning process and increases student’s interest dealing also with difficult scientific concepts to be learnt.
However, due to the subjective student features, current teaching approaches are, sometimes, similar to black box model where are known the results but unknown the processes implemented to reach them.
Therefore, teaching approaches should be more centered on student’s needs and less being a systematic process focused only on the memorization of theorems enunciation and formulas to be applied. For example, in the case of mathematics study, the true knowledge occurs when it is possible to extract it from another context in which it is more visible, i.e. the mathematical concepts become vividly contextualized. This means that its learning is facilitated when the concepts to be studied are learnt in relation with other subjects such as biology, art or philosophy, because this allow students to “visualize” and “concretize” better the mathematical abstractions.
In this context the paper intends to describe an innovative approach referred to the theory of variability, key aspect in the Singapore’s method for mathematics study, by demonstrating, further, the added value of the interdisciplinarity and multidisciplinarity based on the absolute bonding existing between humanistic and scientific subjects where the same concepts are represented in different forms.
Keywords: Mathematics education, learning by doing, problem solving, technology-enhancing learning;
References
[1] Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M., TIMSS 2015 International Results in Mathematics, Retrieved from Boston College, TIMSS & PIRLS International Study Center, 2016. Retrieved Jan 16, 2018, from
[2] Bruner, J.S., The process of education. 2009: Harvard University Press.
[3] Bruner, J.S., On knowing: Essays for the left hand. 1979: Harvard University Press.
[4] Skemp, R.R., Mathematics in the primary school. 2002: Routledge.
[5] Kelly, K.L. and J.R. Schorger, “Let’s Play ‘Puters”: Expressive Language Use at the Computer Center. Information Technology in Childhood Education Annual, 2001. 2001(1): p. 125-138.
[6] Kho, T.H., S.M. Yeo, and J. Lim, The Singapore model method for learning mathematics. 2009: EPB Pan Pacific.
[7] Tramonti, M. Mathematics Education Reinforced through Innovative Learning Processes. in 9th International Conference on Education and New Learning Technologies. 2017. Barcelona.
[8] Tramonti, M. Reinforcing learning setting through the use of digital tools. in Digital Presentation and Preservation of Cultural and Scientific Heritage. 2017. Burgas, Bulgaria: Institute of Mathematics and Informatics - BAS.
[9] Kember, D., Understanding the nature of motivation and motivating students through teaching and learning in higher education. 2016: Springer.
[10] Vansteenkiste, M., et al., Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology, 2004. 87(2): p. 246.
[11] Dolmans, D.H., et al., Problem-based learning: Future challenges for educational practice and research. Medical education, 2005. 39(7): p. 732-741.
[12] Adler, J. and Z. Davis, Opening another black box: Researching mathematics for teaching in mathematics teacher education. Journal for research in mathematics education, 2006: p. 270-296.
[13] Ryan, R.M. and E.L. Deci, Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 2000. 25(1): p. 54-67.
[14] Tramonti L., Tramonti M., Enhancing STEM Skills Through the Art, Pixel (editing) Conference Proceedings “The Future of Education. 7th edition”, libreriauniversitaria.it, May 2017, pp. 114-117.
[15] Dochshanov A., Tramonti M., A Multidisciplinary Approach in STEM Education, Pixel (editing) Conference Proceedings “The Future of Education. 7th edition”, libreriauniversitaria.it, May 2017, pp. 68-71.
[16] Lattuca, L.R., L.J. Voigt, and K.Q. Fath, Does interdisciplinarity promote learning? Theoretical support and researchable questions. The Review of Higher Education, 2004. 28(1): p. 23-48.
Pixel International Conferences
