Transdisciplinarity in Mathematics Education

Limin Jao received her Ph.D. in Curriculum Studies and Teacher Development from the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), and is currently an Assistant Professor in the Department of Integrated Studies in Education at McGill University. Her research interests include issues of exemplary teaching practice, teacher beliefs, and teacher education (pre-service and in-service), particularly in mathematics education contexts. In addition to teaching undergraduate and graduate level mathematics education courses, Jao is involved in various teacher professional development initiatives. A former secondary school mathematics teacher, Jao was also a museum educator for many years. Nenad Radakovic is an Assistant Professor and Math Educator at the College of Charleston, Department of Teacher Education. His Ph.D. is in the field of Curriculum Studies and Teacher Development and his doctoral research was on the pedagogy of risk in the context of secondary mathematics. Radakovic has taught secondary mathematics in Croatia, and elementary, middle school, and secondary mathematics in Toronto, Canada. Prior to his appointment at the College of Charleston, Radakovic was a Sessional Lecturer at the University of Toronto where he taught a graduate course about holistic approaches to elementary mathematics and a graduate course about making secondary mathematics meaningful. He is a Service, Teaching, and Research (STaR) Fellow with the Association of Mathematics Teacher Educators.

Part I. Interdisciplinary Approaches in Mathematics Education.- Chapter 1.Euclidean Exploration of Geometry in Islamic Art.- Chapter 2.The Hidden Musicality of Math Class:A Transdisciplinary Approach to Mathematics Education.- Chapter 3. Using Children's Literature to Enhance Math Instruction in K-8 Classrooms.- Section 2: Complexity, Difference and/in Mathematics Education.- Chapter 4. Complexity as a Discourse on School Mathematics Reform.- Chapter 5. Opening a Space of/for Curriculum: The Learning Garden as Context and Content for Difference in Mathematics Education.- Part 3. Mathematics for the Common Good.- chapter 6. Transdisciplinarity, Critical Mathematics Education, Eco-Justice, and the Politics to Come.- Chapter 7.Using a Mathematics Cultural Resonance Approach for Building Capacity in the Mathematical Sciences for African American Communities.- Chapter 8. Still Warring After All These Years: Obstacles to a Transdisciplinary Resolution of the Math Wars.- Part IV. Indigenous and Transformational Mathematical Knowledge.- Chapter 9. Echoed Rememberings: Considering Mathematics and Science as Reconciliation.- Chapter 10. Gendered? Gender-neutral? Views of Gender and Mathematics Held by the Canadian General Public.- Part V. Re-formulating, Re-presenting, and Re-defining Mathematical Knowledge and the Curricula.- Chapter 11. Borrow, Trade, Regroup, or Unpack? Revealing How Instructional Metaphors Portray Base-ten Number.- Chapter 12.Mathematics and Movement.- Chapter 13. Examining the Development of a Transdisciplinary Collaboration.