PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
The Potential Virtues of Wicked Problems for Education
Page: 1206
We offer a contribution to a theory of transdisciplinary curriculum based in empirical research of an undergraduate mathematics course in quantitative literacy. By organizing around contexts and developing open, semester-long projects, this course blurred disciplinary boundaries. Fortunately, ignoring debates about where mathematics ends and these contexts begin is well-suited for the goals of general undergraduate courses. We found that the language of transdisciplinary and wicked problems fitted our experiences designing, teaching, and studying the course. We share selected empirical findings, then develop a transdisciplinary curriculum theory for wicked problems.