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Applications and mathematical modelling have been a distinctive part of the senior secondary curriculum in Queensland for over two decades. Findings related to technology use from an on-going longitudinal study of this initiative are reported. Twenty-three teachers and curriculum figures from across the state were interviewed and artefacts related to technology use were collected from teachers. Teachers’ understanding of the nature of modelling and the potential for technology to be used at various junctures in the modelling cycle affected the extent of technology use in teaching and assessment. The culture of the classroom was perceived as being very different by teachers who made significant use of technology during modelling. Technology was also seen as being essential for the future successful teaching of applications and modelling.

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Open Access Conference Paper

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