School interdisciplinarity, foreground, and teachers’ pedagogical knowledge: toward a mediation architecture for the construction of situated proposals
Article Sidebar
Published:
Oct 26, 2026
Keywords:
School interdisciplinarity; foreground; teachers' professional knowledge; pedagogical knowledge; secondary education; critical mathematics education; situated curriculum.
Main Article Content
Abstract
Introduction. School interdisciplinarity, foreground, and teachers’ pedagogical knowledge are relevant dimensions for constructing situated educational proposals. Objective: To conceptualize these three domains to construct a mediation architecture aimed at situated proposals. Methodology: An integrative and conceptual literature review of scientific and theoretical literature on interdisciplinarity, foreground, pedagogical knowledge, and situated learning. Results. A gap was identified in the articulation of these dimensions, leading to the proposal of the Situated Interdisciplinary Pedagogical Construction Architecture (ACPIS), based on mediation among context, students, curriculum, and disciplinary knowledge. Conclusion. ACPIS constitutes a theoretical and heuristic proposal for understanding the construction of situated interdisciplinary pedagogical decisions. Its validation requires further empirical studies. General study area: Education. Specific study area: Educational interdisciplinarity. Type of study: Narrative literature review.
Downloads
Download data is not yet available.
Article Details
How to Cite
Pachon Cumbe, Y. J., & Castro Velasquez, F. E. (2026). School interdisciplinarity, foreground, and teachers’ pedagogical knowledge: toward a mediation architecture for the construction of situated proposals. Visionario Digital, 10(4), 95-143. https://doi.org/10.33262/visionariodigital.v10i4.3792
Section
Artículos
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Beane, J. (1997). La integración del currículum: el diseño del núcleo de la educación democrática. Ediciones Morata. https://edmorata.es/wp-content/uploads/2020/09/BEANE.-La-integraci%C3%B3n-del-curr%C3%ADculum_PRW.pdf
Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
Clandinin, D., & Connelly, F. (1996). Teachers' professional knowledge landscapes: Teacher stories-stories of teachers-school stories-Stories of schools. Educational Researcher, 25(3), 24-30. https://doi.org/10.3102/0013189X025003024
Cohen, E., Novis-Deutsch, N., Kashi, S., & Alexander, H. (2024). Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review. Educational Research Review, 44 (100617), 100617. https://doi.org/10.1016/j.edurev.2024.100617
Dewey, J. (1938). Experience and education. Macmillan. https://dn720204.ca.archive.org/0/items/experienceeducat00dewe_0/experienceeducat00dewe_0.pdf
Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise. Springer. https://doi.org/10.1007/978-90-481-3969-9
Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39. https://doi.org/10.1016/j.ijer.2011.04.007
English, L. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 3. https://doi.org/10.1186/s40594-016-0036-1
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_199110_fogarty.pdf
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. https://books.google.com.ec/books/about/Culturally_Responsive_Teaching.html?id=rYspC7C-zowC&redir_esc=y
Grant, M., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Taylor & Francis. https://books.google.com.ec/books/about/Reading_and_Writing_the_World_with_Mathe.html?id=WVD7fMo1PAcC&redir_esc=y
Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every school. Teachers College Press. https://books.google.com.ec/books/about/Professional_Capital.html?id=2sRWQxBBsj4C&redir_esc=y
Jabareen, Y. (2009). Building a conceptual framework: Philosophy, definitions, and procedure. International Journal of Qualitative Methods, 8(4), 49-62. https://doi.org/10.1177/160940690900800406
Jara, O. (2018). La sistematización de experiencias: práctica y teoría para otros mundos posibles. CINDE. https://www.unc.edu.ar/sites/default/files/La%20sistematizaci%C3%B3n%20de%20experiencias%20-%20Oscar%20Jara%20%28edicion%20colombiana%29.pdf
Just, J., & Siller, H. (2022). The role of mathematics in STEM secondary classrooms: A systematic literature review. Education Sciences, 12(9), 629. https://doi.org/10.3390/educsci12090629
Klaassen, R. (2018). Interdisciplinary education: A case study. European Journal of Engineering Education, 43(6), 842-859. https://doi.org/10.1080/03043797.2018.1442417
Klein, J. (2017). Typologies of interdisciplinarity: the boundary work of definition. In R. Frodeman (Ed.), The Oxford handbook of interdisciplinarity (2nd ed.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198733522.001.0001
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. https://books.google.com.ec/books/about/Culturally_Relevant_Pedagogy.html?id=N3VJEAAAQBAJ&redir_esc=y
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Le, H., Nguyen, V., & Nguyen, T. (2023). Integrated STEM approaches and associated outcomes of K-12 student learning: A systematic review. Education Sciences, 13(3), 297. https://doi.org/10.3390/educsci13030297
Lenoir, Y., & Hasni, A. (2016). Interdisciplinarity in primary and secondary school: Issues and perspectives. Creative Education, 7(16), 2433-2458. https://doi.org/10.4236/ce.2016.716233
Little, J. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917–946. https://doi.org/10.1016/S0742-051X(02)00052-5
Maass, K., Geiger, V., Ariza, M., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM: The International Journal on Mathematics Education, 51(6), 869–884. https://doi.org/10.1007/s11858-019-01100-5
McLure, F., Tang, K., & Williams, P. (2022). What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects. International Journal of STEM Education, 9(1), 73. https://doi.org/10.1186/s40594-022-00390-8
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534
National Academy of Engineering and National Research Council. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. The National Academies Press. https://doi.org/10.17226/18612
Olson, M., & Craig, C. (2001). Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education, 17(6), 667-684. https://doi.org/10.1016/S0742-051X(01)00023-3
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S., Chou, R., Glanville, J., Grimshaw, J., Hróbjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021a). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ (Clinical Research Ed.), 372, n71. https://doi.org/10.1136/bmj.n71
Page, M., Moher, D., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S., Chou, R., Glanville, J., Grimshaw, J., Hróbjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., … McKenzie, J. (2021b). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ (Clinical Research Ed.), 372, n160. https://doi.org/10.1136/bmj.n160
Repko, A., & Szostak, R. (2020). Interdisciplinary research: Process and theory (4th ed.). SAGE Publications. https://books.google.com.ec/books/about/Interdisciplinary_Research.html?id=b_C9DwAAQBAJ&redir_esc=y
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books. https://raggeduniversity.co.uk/wp-content/uploads/2025/03/1_x_Donald-A.-Schon-The-Reflective-Practitioner_-How-Professionals-Think-In-Action-Basic-Books-1984_redactedaa_compressed3.pdf
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Springer Dordrecht. https://doi.org/10.1007/978-94-017-3556-8
Skovsmose, O. (2001). Landscapes of investigation. Zentralblatt Für Didaktik Der Mathematik, 33(4), 123-132. https://doi.org/10.1007/BF02652747
Skovsmose, O. (2012). Students' foregrounds: Hope, despair, uncertainty. Pythagoras, 33(2), a162. https://doi.org/10.4102/pythagoras.v33i2.162
Skovsmose, O. (2014). Foregrounds: Opaque stories about learning. Sense Publishers. https://doi.org/10.1007/978-94-6209-653-0
Skovsmose, O. (2019). An invitation to critical mathematics education. Sense Publishers. https://link.springer.com/book/10.1007/978-94-6091-442-3
Skovsmose, O. (2023). Critical mathematics education. Springer International Publishing. https://doi.org/10.1007/978-3-031-26242-5
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tardif, M. (2022). Los saberes del docente y su desarrollo profesional. Narcea. https://books.google.com.ec/books/about/Los_saberes_del_docente_y_su_desarrollo.html?id=HsWeEAAAQBAJ&redir_esc=y
Tonnetti, B., & Lentillon-Kaestner, V. (2023). Teaching interdisciplinarity in secondary school: A systematic review. Cogent Education, 10(1), 2216038. https://doi.org/10.1080/2331186X.2023.2216038
Torraco, R. (2005). Writing integrative literature reviews: guidelines and examples. Human Resource Development Review, 4(3), 356-367. https://doi.org/10.1177/1534484305278283
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546-553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Yemini, M., Engel, L., & Ben Simon, A. (2023). Place-based education - A systematic review of literature. Educational Review, 77(2), 640–660. https://doi.org/10.1080/00131911.2023.2177260
Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101-118. https://doi.org/10.1080/00220272.2013.764505
Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42. https://doi.org/10.3102/0013189X018001032
Clandinin, D., & Connelly, F. (1996). Teachers' professional knowledge landscapes: Teacher stories-stories of teachers-school stories-Stories of schools. Educational Researcher, 25(3), 24-30. https://doi.org/10.3102/0013189X025003024
Cohen, E., Novis-Deutsch, N., Kashi, S., & Alexander, H. (2024). Interdisciplinary teaching and learning at the K-12 level in the humanities, arts, and social sciences: A scoping review. Educational Research Review, 44 (100617), 100617. https://doi.org/10.1016/j.edurev.2024.100617
Dewey, J. (1938). Experience and education. Macmillan. https://dn720204.ca.archive.org/0/items/experienceeducat00dewe_0/experienceeducat00dewe_0.pdf
Edwards, A. (2010). Being an expert professional practitioner: The relational turn in expertise. Springer. https://doi.org/10.1007/978-90-481-3969-9
Edwards, A. (2011). Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research, 50(1), 33–39. https://doi.org/10.1016/j.ijer.2011.04.007
English, L. (2016). STEM education K-12: perspectives on integration. International Journal of STEM Education, 3(1), 3. https://doi.org/10.1186/s40594-016-0036-1
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65. https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el_199110_fogarty.pdf
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press. https://books.google.com.ec/books/about/Culturally_Responsive_Teaching.html?id=rYspC7C-zowC&redir_esc=y
Grant, M., & Booth, A. (2009). A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Gutstein, E. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. Taylor & Francis. https://books.google.com.ec/books/about/Reading_and_Writing_the_World_with_Mathe.html?id=WVD7fMo1PAcC&redir_esc=y
Hargreaves, A., & Fullan, M. (2012). Professional capital: transforming teaching in every school. Teachers College Press. https://books.google.com.ec/books/about/Professional_Capital.html?id=2sRWQxBBsj4C&redir_esc=y
Jabareen, Y. (2009). Building a conceptual framework: Philosophy, definitions, and procedure. International Journal of Qualitative Methods, 8(4), 49-62. https://doi.org/10.1177/160940690900800406
Jara, O. (2018). La sistematización de experiencias: práctica y teoría para otros mundos posibles. CINDE. https://www.unc.edu.ar/sites/default/files/La%20sistematizaci%C3%B3n%20de%20experiencias%20-%20Oscar%20Jara%20%28edicion%20colombiana%29.pdf
Just, J., & Siller, H. (2022). The role of mathematics in STEM secondary classrooms: A systematic literature review. Education Sciences, 12(9), 629. https://doi.org/10.3390/educsci12090629
Klaassen, R. (2018). Interdisciplinary education: A case study. European Journal of Engineering Education, 43(6), 842-859. https://doi.org/10.1080/03043797.2018.1442417
Klein, J. (2017). Typologies of interdisciplinarity: the boundary work of definition. In R. Frodeman (Ed.), The Oxford handbook of interdisciplinarity (2nd ed.). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198733522.001.0001
Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. https://books.google.com.ec/books/about/Culturally_Relevant_Pedagogy.html?id=N3VJEAAAQBAJ&redir_esc=y
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Le, H., Nguyen, V., & Nguyen, T. (2023). Integrated STEM approaches and associated outcomes of K-12 student learning: A systematic review. Education Sciences, 13(3), 297. https://doi.org/10.3390/educsci13030297
Lenoir, Y., & Hasni, A. (2016). Interdisciplinarity in primary and secondary school: Issues and perspectives. Creative Education, 7(16), 2433-2458. https://doi.org/10.4236/ce.2016.716233
Little, J. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917–946. https://doi.org/10.1016/S0742-051X(02)00052-5
Maass, K., Geiger, V., Ariza, M., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM: The International Journal on Mathematics Education, 51(6), 869–884. https://doi.org/10.1007/s11858-019-01100-5
McLure, F., Tang, K., & Williams, P. (2022). What do integrated STEM projects look like in middle school and high school classrooms? A systematic literature review of empirical studies of iSTEM projects. International Journal of STEM Education, 9(1), 73. https://doi.org/10.1186/s40594-022-00390-8
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141. https://doi.org/10.1080/00405849209543534
National Academy of Engineering and National Research Council. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. The National Academies Press. https://doi.org/10.17226/18612
Olson, M., & Craig, C. (2001). Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities. Teaching and Teacher Education, 17(6), 667-684. https://doi.org/10.1016/S0742-051X(01)00023-3
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S., Chou, R., Glanville, J., Grimshaw, J., Hróbjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021a). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ (Clinical Research Ed.), 372, n71. https://doi.org/10.1136/bmj.n71
Page, M., Moher, D., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., Shamseer, L., Tetzlaff, J., Akl, E., Brennan, S., Chou, R., Glanville, J., Grimshaw, J., Hróbjartsson, A., Lalu, M., Li, T., Loder, E., Mayo-Wilson, E., McDonald, S., … McKenzie, J. (2021b). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. BMJ (Clinical Research Ed.), 372, n160. https://doi.org/10.1136/bmj.n160
Repko, A., & Szostak, R. (2020). Interdisciplinary research: Process and theory (4th ed.). SAGE Publications. https://books.google.com.ec/books/about/Interdisciplinary_Research.html?id=b_C9DwAAQBAJ&redir_esc=y
Schön, D. (1983). The reflective practitioner: How professionals think in action. Basic Books. https://raggeduniversity.co.uk/wp-content/uploads/2025/03/1_x_Donald-A.-Schon-The-Reflective-Practitioner_-How-Professionals-Think-In-Action-Basic-Books-1984_redactedaa_compressed3.pdf
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Springer Dordrecht. https://doi.org/10.1007/978-94-017-3556-8
Skovsmose, O. (2001). Landscapes of investigation. Zentralblatt Für Didaktik Der Mathematik, 33(4), 123-132. https://doi.org/10.1007/BF02652747
Skovsmose, O. (2012). Students' foregrounds: Hope, despair, uncertainty. Pythagoras, 33(2), a162. https://doi.org/10.4102/pythagoras.v33i2.162
Skovsmose, O. (2014). Foregrounds: Opaque stories about learning. Sense Publishers. https://doi.org/10.1007/978-94-6209-653-0
Skovsmose, O. (2019). An invitation to critical mathematics education. Sense Publishers. https://link.springer.com/book/10.1007/978-94-6091-442-3
Skovsmose, O. (2023). Critical mathematics education. Springer International Publishing. https://doi.org/10.1007/978-3-031-26242-5
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tardif, M. (2022). Los saberes del docente y su desarrollo profesional. Narcea. https://books.google.com.ec/books/about/Los_saberes_del_docente_y_su_desarrollo.html?id=HsWeEAAAQBAJ&redir_esc=y
Tonnetti, B., & Lentillon-Kaestner, V. (2023). Teaching interdisciplinarity in secondary school: A systematic review. Cogent Education, 10(1), 2216038. https://doi.org/10.1080/2331186X.2023.2216038
Torraco, R. (2005). Writing integrative literature reviews: guidelines and examples. Human Resource Development Review, 4(3), 356-367. https://doi.org/10.1177/1534484305278283
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
Whittemore, R., & Knafl, K. (2005). The integrative review: updated methodology. Journal of Advanced Nursing, 52(5), 546-553. https://doi.org/10.1111/j.1365-2648.2005.03621.x
Yemini, M., Engel, L., & Ben Simon, A. (2023). Place-based education - A systematic review of literature. Educational Review, 77(2), 640–660. https://doi.org/10.1080/00131911.2023.2177260
Young, M. (2013). Overcoming the crisis in curriculum theory: A knowledge-based approach. Journal of Curriculum Studies, 45(2), 101-118. https://doi.org/10.1080/00220272.2013.764505