Abstract
This study explores a boundary-crossing collaboration between the author, a mathematics educator, and an educator with three decades of informal mathematics experience. By investigating their shared experiences, the study illustrates how such collaboration redefines mathematics beyond a school subject. The findings reveal that the boundary-crossing collaboration between the mathematics education community and broader communities fosters mutual learning and facilitate new insights into mathematics, highlighting the importance of learning opportunities beyond traditional school curricula.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
