• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Conference outputs
    • View Item
    • Home
    • Griffith Research Online
    • Conference outputs
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Teaching Mathematics and Technology through Design Practice

    Thumbnail
    View/Open
    51456_1.pdf (309.4Kb)
    File version
    Version of Record (VoR)
    Author(s)
    Norton, Stephen
    J. Cooper, Tom
    Griffith University Author(s)
    Norton, Stephen J.
    Year published
    2008
    Metadata
    Show full item record
    Abstract
    In many schools throughout the western world teachers are observing increasing student disengagement with the study of mathematics and technology. The Queensland Education Department implemented a curriculum project designed to trial the use of design practice as a tool for integrating the teaching of mathematics and technology. This paper reports on the outcomes of the trail. It argues that differences in regulatory and instructional discourse adopted by the teachers resulted in different and pedagogically important outcomes.In many schools throughout the western world teachers are observing increasing student disengagement with the study of mathematics and technology. The Queensland Education Department implemented a curriculum project designed to trial the use of design practice as a tool for integrating the teaching of mathematics and technology. This paper reports on the outcomes of the trail. It argues that differences in regulatory and instructional discourse adopted by the teachers resulted in different and pedagogically important outcomes.
    View less >
    Conference Title
    MERGA 31 Conference Proceedings
    Publisher URI
    https://www.merga.net.au/
    Copyright Statement
    © 2008 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
    Publication URI
    http://hdl.handle.net/10072/23058
    Collection
    • Conference outputs

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander