Barbie Bungee Jumping, Technology and Contextualised Learning of Mathematics

Abstract

There is ongoing debate about the quality of mathematics education at post-primary level. Research suggests that, while the capacity to use mathematics constructively is fundamental to the economies of the future, many graduates of the secondary-school system have a fragmented and de-contextualised view of the subject, leading to issues with engagement and motivation. In an attempt to address some of the difficulties associated with mathematics teaching and learning, the authors have developed a set of design principles for the creation of contextualised, collaborative and technology-mediated mathematics learning activities. This paper describes the implementation of two such activities. The study involved 24 students aged between 15 and 16 who engaged in the activities for 2.5 hours each day over a week long period. Initial results indicate that the interventions were pragmatic to implement in a classroom setting and were successful in addressing some of the issues in mathematics education evident from the literature.