Examples

Mathematics through Every-Day-Life Problems and Scientific Questions

Relevant modelling activities may lead to all mathematic fields. Within the ScienceMath project interdisciplinary teaching sequences or modules for different mathematic contexts are developed and tested. Examples are experiments to the concept of function and variable (see below), a teaching-modul to Calculus through real-time-measurements or an integrating sequence concerning the physical phenomenon of refraction (see publications).

The aim of the ScienceMath project which runs until 2009 is to compile well proven teaching material and to make it available in a volume respectively on this project website
www.sciencemath.ph-gmuend.de.




Modelling Processes and Integration of Mathematics and Sciences

A central approach in research and development of ScienceMath is about the support of the concepts of variable and function through the idea of “expanding the domain” – that is expanding mathematics by integrating biological and physical procedures, phenomena and contents. By means of interdisciplinary contexts pupils shall develop competencies through mathematizing and modelling activities. Integrated modelling courses are developed and tested.



Learning the concept of function through experiments

One line of research/development of ScienceMath follows up the approach of supporting the learning of the concept of function through experimental activities. For this experiments have been development for different functional contexts and have been tested in various school forms of lower and early higher secondary school. The experiments are composed in a way that the requested material, the structure and the performance are simple and uncomplicated and can therefore be introduced within every day’s course in mathematics. The experimental and textual work will be stimulated by worksheets which start always with an impulse from every day life.

The experiments can be introduced in a single experiment e. g. for experimental investigation of certain functional contexts (e. g. proportional, square etc. ) or as stage within stage learning in order to elaborate selected functional contexts through commonalities or differences. The experiments however may serve for experience and investigation of functional dependencies and support of functional thinking (in stages with different contexts) (for more information check out teaching material).