Teaching Mathematics and Technology through Design Practice
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.
MERGA 31 Conference Proceedings