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ZHANG Tingyan, SUN Xiaotian, HU Na. Interdisciplinary Thematic Learning in Mathematics Education for Primary and Secondary Schools:Changes,Connotations,and Implementation[J]. Journal of Teacher Education.
Citation: ZHANG Tingyan, SUN Xiaotian, HU Na. Interdisciplinary Thematic Learning in Mathematics Education for Primary and Secondary Schools:Changes,Connotations,and Implementation[J]. Journal of Teacher Education.
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Interdisciplinary Thematic Learning in Mathematics Education for Primary and Secondary Schools:Changes,Connotations,and Implementation

  • 1. College of Teacher Education, Southwest University, Chongqing, 400715, China;

  • 2. College of Science, Minzu University of China, Beijing, 100081, China;

  • 3. Hongfan School Attached to Chongqing No.8 Secondary School, Chongqing, 400021, China

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  • MSC: G623

  • Interdisciplinary thematic learning in mathematics education for primary and secondary schools is considered an important approach to promote educational reforms. However,implementing this approach in teaching practice poses challenges.Looking back at the history of mathematics curriculum reforms in China since the establishment of the People’s Republic of China,we can trace the origins of interdisciplinary thematic learning in mathematics education for primary and secondary schools to the early years of the country.This study analyzes the changes and development of interdisciplinary thematic learning in mathematics education in Chinese primary and secondary schools over the years,which can be categorized into the initial stage,exploratory stage,and development stage.The study clarifies the connotation of interdisciplinary thematic learning in mathematics education and proposes eight key characteristics of “educational,authentic,exploratory,disciplinary,interdisciplinary,subjective,open,and generative”.Furthermore,it puts forward the implementation guidelines for interdisciplinary thematic learning in mathematics education from three aspects:goal setting,activity design and implementation,and assessment. In implementing interdisciplinary thematic learning in mathematics education,we should emphasize the educational orientation,highlight disciplinary features,and reflect the progression of competencies in goal setting. Interms of activity design and implementation,we should optimize pre-activity plans,enhance student subjectivity,and focus on continuity. In assessment,it is advocated to have diversified assessment subjects,multidimensional assessment content,diverse assessment methods,and digital assessment tools.
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Interdisciplinary Thematic Learning in Mathematics Education for Primary and Secondary Schools:Changes,Connotations,and Implementation

Abstract: Interdisciplinary thematic learning in mathematics education for primary and secondary schools is considered an important approach to promote educational reforms. However,implementing this approach in teaching practice poses challenges.Looking back at the history of mathematics curriculum reforms in China since the establishment of the People’s Republic of China,we can trace the origins of interdisciplinary thematic learning in mathematics education for primary and secondary schools to the early years of the country.This study analyzes the changes and development of interdisciplinary thematic learning in mathematics education in Chinese primary and secondary schools over the years,which can be categorized into the initial stage,exploratory stage,and development stage.The study clarifies the connotation of interdisciplinary thematic learning in mathematics education and proposes eight key characteristics of “educational,authentic,exploratory,disciplinary,interdisciplinary,subjective,open,and generative”.Furthermore,it puts forward the implementation guidelines for interdisciplinary thematic learning in mathematics education from three aspects:goal setting,activity design and implementation,and assessment. In implementing interdisciplinary thematic learning in mathematics education,we should emphasize the educational orientation,highlight disciplinary features,and reflect the progression of competencies in goal setting. Interms of activity design and implementation,we should optimize pre-activity plans,enhance student subjectivity,and focus on continuity. In assessment,it is advocated to have diversified assessment subjects,multidimensional assessment content,diverse assessment methods,and digital assessment tools.

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