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In Queensland Australia, mathematical modelling and applications have featured in senior secondary mathematics curricula for two decades. Part of a longitudinal study of the implementation of this initiative, as seen through the eyes of selected teachers and administrators who have been centrally involved in its development and on-going practice, is reported. The data consist of responses to structured and open interview questions, syllabus documents, and application and modelling tasks designed and implemented by teachers. Perceptions of why modelling and applications are valuable at this level of schooling, the distinction between applications and modelling, how established applications and modelling are in the curriculum, the sources of such tasks, and the sufficiency of support for the development of these tasks by teachers are presented.


School of Education

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Book Chapter

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