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Investigative approaches to teaching mathematics and ‘getting through the curriculum’: The example of pendulums
Citation
Beswick, K and Muir, T and Callingham, R, Investigative approaches to teaching mathematics and getting through the curriculum': The example of pendulums, Australian Mathematics Teacher, 70, (3) pp. 25-33. ISSN 0045-0685 (2014) [Refereed Article]
Copyright Statement
Copyright 2014 Australian Mathematics Teacher
Official URL: http://www.aamt.edu.au/
Abstract
This paper describes an investigation of the relationship between the
length of a pendulum and its period (time for one complete swing) conducted
as part of a professional learning program with ten teachers in a Year
9–12 school attempting to teach the entire curriculum using project-based
learning1. As described by Beswick, Callingham and Muir (2012) none of
teachers at the school had studied mathematics beyond secondary school.
Nevertheless, they were reasonably adept at identifying at least some of the
mathematics that could be taught using a particular context although they
struggled to know how to engage students with the mathematics (Beswick
et al., 2012). They were also concerned about whether it would be possible
to cover the entire mathematics curriculum using only
projects.
Item Details
Item Type: | Refereed Article |
---|---|
Keywords: | mathematics curriculum, project based learning |
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: | Muir, T (Associate Professor Tracey Muir) |
UTAS Author: | Callingham, R (Associate Professor Rosemary Callingham) |
ID Code: | 95912 |
Year Published: | 2014 |
Deposited By: | Education |
Deposited On: | 2014-10-10 |
Last Modified: | 2017-11-01 |
Downloads: | 1 View Download Statistics |
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