Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach

Autor/inn/en	Demo, Heidrun; Garzetti, Marzia; Santi, George; Tarini, Giulia
Titel	Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach
Quelle	In: Education Sciences, 11 (2021), Artikel 199 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Demo, Heidrun) ORCID (Garzetti, Marzia) ORCID (Santi, George)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Mathematics Education; Mathematics Activities; Inclusion; Open Education; Educational Environment; Interdisciplinary Approach; Theory Practice Relationship; Teaching Models; Individualized Instruction; Communities of Practice; Interaction; Personal Autonomy; Grade 7; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Mathematische Bildung; Inklusion; Offene Erziehung; Offener Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Theorie-Praxis-Beziehung; Lehrmodell; Individualisierender Unterricht; Community; Interaktion; Individuelle Autonomie; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Italien
Abstract	In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-disciplines pertaining to the area of educational studies: Inclusive Education and Mathematics Education. The results we present here are related to the dialogue between theory and practice, whose outcome is a teaching and learning model for inclusion in mathematics. The construction of the teaching and learning model moves along two complementary paths: (1) concerning the theoretical point of view, we implemented connecting theory strategies to network Open Education and the Theory of Objectification; and (2) concerning the methodological point of view, we implemented Educational Design Research. The new teaching-learning model is the result of theoretical and methodological validation in real contexts according to an interdisciplinary approach. This study shows the strengths of interdisciplinary research for the pursuit of inclusive mathematics and high standards of learning. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01