Dimarco, Silvia (2010) Mathematics in the middle: challenging horizons. Curriculum Perspectives, 30 (1). pp. 30-39.

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Abstract

A core factor in the challenge Australia faces in sustaining a workforce rich with advanced mathematical competency is the perceived lack of intellectual engagement in the middle school mathematics classroom. It could be argued that the middle school years are the cornerstone in the provision of the essential skills of mathematics that empower students to pursue higher-level mathematics courses. In this paper I discuss the research literature into the first phase of middle schooling within Australia urging us to move toward returning academic rigour to the middle years. To this end, I plan to do a case study to investigate the micro perspective of the middle school mathematics classroom context, with a focus on: the teachers’ pedagogical content knowledge; and the students’ intellectual engagement. The notion of how teachers and students can be empowered to engage in the constructive processes relevant to broadening their mathematical horizons furnishes the backdrop of this study.

Item ID:	17047
Item Type:	Article (Research - C1)
ISSN:	0159-7868
Keywords:	mathematics, challenges, middle school, classroom, intellectual engagement
Date Deposited:	16 May 2011 23:46
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 60% 93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 40%
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