Abstract
This chapter presents types of mathematical knowledge application during a design-based interdisciplinary project as displayed through the work of student-group cases from grades 7 and 8 (aged 13–14) in two educational streams across three Singapore government secondary schools. It was found that the students did not apply all the expected mathematical knowledge and skills afforded by the project. They also lacked awareness of the purpose of scale and displayed limited activation of real-world knowledge for mathematical decision making. Findings presented have implications on the facilitation of quality mathematical application in contextualised tasks.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Athanasopoulos, P., Patronis, T., Potari, D., Spanos, D., & Spiliotopoulou, V. (1993). Constructing a village: A cross-curricular activity. In T. Breiteig, I. Huntley, & G. Kaiser-Messmer (Eds.), Teaching and learning mathematics in context (pp. 62–80). Chichester: Ellis Horwood.
Chan, J. K. (2001, June). A curriculum for the knowledge age: The Singapore approach. Paper presented at the eighth annual Curriculum Corporation Conference, Sydney, Australia.
Chan, C. M. E. (2008). Using model-eliciting activities for primary mathematics classrooms. The Mathematics Educator, 11(1/2), 47–66.
Curriculum Planning and Development Division [CPDD]. (2006). Mathematics Syllabus. Singapore, Ministry of Education: CPDD.
Gravemeijer, K. P. E. (1994). Developing realistic mathematics education. Utrecht: Freudenthal Institute.
Kordaki, M., & Potari, D. (1998). Children’s approaches to area measurement through different contexts. Journal of Mathematical Behavior, 17(3), 303–316.
Kramarski, B., Mevarech, Z. R., & Liberman, A. (2001). The effects of multilevel – versus unilevel-metacognitive training on mathematical reasoning. Journal of Educational Research, 94(5), 292–300.
Ministry of Education (MOE). (2001, February 14). Overview. Retrieved February 21, 2007, from http://www.moe.gov.sg/corporate/overview_01.htm.
Ng, K. E. D. (2006). Interdisciplinary task: Designing an environmentally friendly building. In J. Ocean, C. Walta, M. Breed, J. Virgona, & J. Horwood (Eds.), Mathematics, the way forward: MAV Conference 2006 (pp. 250–259). Melbourne: The Mathematical Association of Victoria.
Quek, C. L., Divaharan, S., Liu, W. C., Peer, J., Williams, M. D., Wong, A. F. L., et al. (2006). Engaging in project work. Singapore: McGraw Hill.
Stillman, G. (2000). Impact of prior knowledge of task context on approaches to applications tasks. Journal of Mathematical Behavior, 19, 333–361.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage.
Tan, T. L. S. (2002). Using project work as a motivating factor in lower secondary mathematics. Unpublished masters thesis, Nanyang Technological University, National Institute of Education, Singapore.
van den Heuvel-Panhuizen, M. (1999). Context problems and assessment: Ideas from the Netherlands. In I. Thompson (Ed.), Issues in teaching numeracy in primary schools (pp. 130–142). Buckingham: Open University Press.
Venville, G., Rennie, L., & Wallace, J. (2004). Decision making and sources of knowledge: How students tackle integrated tasks in science, technology and mathematics. Research in Science Education, 34(2), 115–135.
Verschaffel, L., Greer, B., & De Corte, E. (2000). Making sense of word problems. Lisse: Swets & Zeitlinger.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks: Sage.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this paper
Cite this paper
Ng, K.E.D. (2011). Mathematical Knowledge Application and Student Difficulties in a Design-Based Interdisciplinary Project. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_12
Download citation
DOI: https://doi.org/10.1007/978-94-007-0910-2_12
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-0909-6
Online ISBN: 978-94-007-0910-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)