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Teaching mathematics in a project-based learning context: Initial teacher knowledge and perceived needs


Beswick, K and Callingham, R and Muir, T, Teaching mathematics in a project-based learning context: Initial teacher knowledge and perceived needs, Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 114-121. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper]

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Copyright 2012 MERGA Inc.

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This paper reports on initial data from teachers at an Australian Year 9-12 secondary school which is attempting to implement a project-based learning model across the entire curriculum. The eight teachers had diverse prior teaching experiences, including work in primary schools, special education, Year 7-10 secondary schools, and technical and further education. None had studied mathematics at tertiary level and just one listed maths as a main teaching area. Results of an initial survey indicate that most had reasonable levels of personal mathematics competence, and could identify relevant mathematical concepts among the affordances of a particular scenario, but that they struggled to articulate how they would work with students to pursue any of the relevant mathematics in depth.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Beswick, K (Professor Kim Beswick)
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:78863
Year Published:2012
Deposited By:Education
Deposited On:2012-07-31
Last Modified:2017-12-09
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