Embedding Authentic Real World Tasks into Secondary Mathematics Curricula

Abstract

Two different models of curriculum embedding intended to bring authentic real world applications into secondary school curricula are discussed. The first has a system wide focus emphasizing using an applications and modeling approach to teaching and assessing all mathematics subjects in the last 2 years of pre-tertiary schooling. This relatively well-established implementation resulted from a response to influences prevalent in society in the late 1980s. The second is through interdisciplinary project work from upper primary through secondary where the anchor subject could be mathematics. This newer implementation is yet to realize its full potential. In both models assessment, gestation time of new ideas and rapid technological changes are drivers and enablers of curriculum change.