Interdisciplinarity of the teaching of proportionality through the production and processing of coffee
Abstract: This study explored the interdisciplinarity of the basic areas in the teaching of proportionality. A didactic unit was designed relating production and processing of coffee as a model of interdisciplinarity. This study used the framework of Pedagogical Content Knowledge in an Educational Context (PCK-EC) in an exploratory multiple case study at a technical secondary school in Tello (Huila, Colombia). The instruments used in collecting the information included two semi-structured interviews, documents (educational context, and three guides about coffee production and processing activities) and observations (direct in the classroom, and indirect from video recordings). The model PCK-EC allowed to identify teachers’ attitudes and knowledge used in the in the teaching of proportionality through an interdisciplinary approach. Teachers must have a deep knowledge of the educational context. The attitudes of the teachers facilitated the process of using interdisciplinarity in the basic areas, but there was evidence that it could also limit this process. Two of the cases studied presented difficulties in articulating and relating their knowledge of pedagogy, knowledge of learners’ cognition, knowledge of technology and the knowledge of subject matters in the teaching of proportionality. Also, there was lack of clarity on the concept of interdisciplinarity by teachers.