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Investigative approaches to teaching mathematics and ‘getting through the curriculum’: The example of pendulums


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]

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Copyright 2014 Australian Mathematics Teacher

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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
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