Abstract
The aim of this research is to characterize the dialog between mathematical modelers and experts from other disciplines when building mathematical models in academic settings. Two interdisciplinary seminars between mathematical and non-mathematical modelers of a PhD in applied mathematical modeling are analyzed by means of a thematic analysis. The data collected are the transcripts of the seminar sessions, the class-to-class syllabus, the curriculum book, and specific interviews. The results show as components associated with interdisciplinary practice the recognition of a problem, intellection, relationships between disciplines, and model prototypes. As an educational implication, the use of mathematics is identified as a methodological underpinning for the development of interdisciplinary problems.
| Original language | English |
|---|---|
| Title of host publication | International Perspectives on the Teaching and Learning of Mathematical Modelling |
| Publisher | Springer Science and Business Media B.V. |
| Pages | 583-593 |
| Number of pages | 11 |
| DOIs | |
| State | Published - 2024 |
| Externally published | Yes |
Publication series
| Name | International Perspectives on the Teaching and Learning of Mathematical Modelling |
|---|---|
| Volume | Part F2944 |
| ISSN (Print) | 2211-4920 |
| ISSN (Electronic) | 2211-4939 |
Bibliographical note
Publisher Copyright:© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.
Keywords
- Applied mathematical modelling
- Interdisciplinarity
- Problem orientation
- Task construction