1 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University2 Forskningsprogram for Fagdidaktik, Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University4 NAVIMAT, University College Copenhagen5 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University
The article sketches a national profile of Danish educational policy and school practice by three perspectives: regulations and teachers' autonomy, educational aims and goals, and students' attitudes towards mathematics. We present the enrollment of mathematics in a new construct, multi disciplinarity, introduced recently into Danish upper secondary schools with academically oriented programs. The potentials of multi-disciplinary mathematics teaxching at all levels are analysed and discussed within Realistic Mathematics Education Theory and philosophical approach to mathematical reflections. Examples from developmental teaching projects are included.
9781617351006, 9781617350993, 9781617350986
First Sourcebook on Nordic Research in Mathematics Education, 2010, p. 583-596
dansk matematikundervisning; flerfaglig undervisning; realistisk matematikundervisning