Mathematics Teachers’ Changes in Interdisciplinary Teaching: A Formative Interventionist Case Study in China
Hanwen Zuo, Ge Wei
Source record
Source: Crossref
Published: Sep 1, 2026
DOI: 10.1177/20965311261486479
Open original source ↗Source abstract
Purpose This study examines changes in Chinese mathematics teachers’ beliefs and practices regarding interdisciplinary teaching and how these changes unfold. Design/Approach/Method Guided by formative interventions, this study employed the Interconnected Model of Professional Growth (IMPG) to analyze changes in the beliefs and practices of six Chinese mathematics teachers. Data were collected through videotaped discussion meetings, classroom observations, and individual interviews. Findings The Cultural-Historical Activity Theory (CHAT) model, functioning as a model/vision tool, prompted mathematics teachers to reflect on their interdisciplinary teaching practices. After offering students more inquiry-based learning opportunities, the teachers observed that students were able to address interdisciplinary problems through collaborative group work. This led teachers to recognize the value of interdisciplinary teaching, to acknowledge that students’ capacities exceeded their initial expectations, and to view themselves more as facilitators of student learning. Originality/Value Formative interventions provide a powerful model for teacher professional development that aligns with curriculum reform expectations. By providing mathematics teachers with structured opportunities to question, analyze, practice, and reflect on their teaching, formative interventions should support the integration of interdisciplinary teaching in the mathematics classroom.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.