Applying mathematical knowledge in a design-based interdisciplinary project

Abstract

This paper reports mathematical and real world knowledge application by lower secondary students (aged 13-14 years) in a design-based interdisciplinary project with mathematics, science, and geography as anchor subjects implemented in Singapore1. Key findings from two mathematical tasks attempted by 10 case-study groups during the project reveal that whilst students displayed taught knowledge and skill, they lacked in-depth understanding of the use and purpose of scale drawings. There was also limited activation of real-world knowledge during mathematical decision making and little monitoring of accuracy and reasonableness of mathematical results.