LEMMA: Learning Environments with Mathematical Modelling Activities
Introduction The LEMMA project—Learning Environments with Mathematics Modelling Activities—grew out of a concern that many of our mathematics students struggle to use mathematical concepts flexibly to solve problems in the real world. The LEMMA project designed learning environments that encourage students to develop sophisticated conceptual understandings and communication competencies through mathematical modelling activities. Like a […]
Integrating values in the New Zealand Curriculum: Caught or taught?
Introduction Currently, there are gaps in our knowledge about values development in New Zealand schools. we do not know what teachers, curriculum leaders and principals believe and know about values implementation in the new curriculum, nor do we know about the effect on student learning of current implementation strategies for teaching values. This study aims […]
Literacy and e-learning: Mining the action research data
Introduction In this project, researchers and teachers (ECE, primary, and secondary) worked together to analyse unpublished data from a range of action research inquiries on e-learning to articulate, investigate, and build theory about the literacy learning that takes place in e-learning contexts. This summary report provides an overview of our cross-project analysis. The teachers’ case […]
Connecting curriculum; connecting learning; negotiation and the arts
Introduction This project contributes to the field of curriculum integration and the role of the arts within integrated learning contexts. In particular, it scrutinised integrated inquiries that incorporated drama and visual art with other learning areas. It also examined ways in which children, teachers, and the wider community engaged in arts-based integration. Most of the […]