The Fruitful Interplay Between Disciplinary, Interdisciplinary and Transdisciplinary Teaching and Learning in Mathematics Education: Epistemological, Anthropological and Institutional Issues
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: 15 July 2025 | Viewed by 106
Special Issue Editors
Interests: interdisciplinary and transdiscilinary teaching; mathematics teacher education; teachers’ beliefs, views, and identity
Interests: mathematics education; physics education; computer science education; interdisciplinarity; pre-service teacher education; in-service teacher education; digital mathematical discussion; didactics of combinatorics; didactics of calculus
Special Issue Information
Dear Colleagues,
The integration of disciplinary, interdisciplinary, and transdisciplinary approaches in mathematics education has the potential to transform teaching and learning by fostering deeper conceptual understanding, contextual relevance, and critical thinking. This Special Issue explores the interplay between these didactical paradigms, emphasizing their contributions to addressing epistemological, anthropological, and institutional challenges in mathematics education.
Disciplinary approaches provide a structured foundation for developing mathematical rigor, reasoning, and creativity, while interdisciplinary strategies connect mathematics to other domains, such as science, art, and technology, enhancing students' ability to apply mathematical concepts in real-world contexts. Transdisciplinary teaching goes beyond traditional boundaries, promoting holistic learning experiences that engage learners in solving complex, socially relevant problems. Together, these approaches enrich mathematics education by cultivating flexible and adaptive thinking.
This Special Issue invites contributions that examine the theoretical frameworks, practical implementations, and institutional policies that support or hinder the integration of these approaches. Key themes include the epistemological implications of crossing disciplinary boundaries, the anthropological dimensions of culturally responsive mathematics education, and the institutional shifts required to embrace innovative teaching practices. By highlighting successful examples and identifying persistent barriers, this Special Issue aims to inspire transformative practices that empower educators and learners in a rapidly evolving educational landscape.
Dr. Gabriella Pocalana
Dr. Laura Branchetti
Guest Editors
Manuscript Submission Information
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Keywords
- mathematics education
- disciplinary teaching
- interdisciplinary teaching and learning
- transdisciplinary teaching and learning
- epistemological issues in mathematics education
- institutional issues in mathematics education
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