Interdisciplinary modelling in the primary mathematics curriculum

This paper examines one approach to promoting creative and flexible use of mathematical ideas within an interdisciplinary context in the primary curriculum, namely, through modelling. Three classes of fifth-grade children worked on a modelling problem (Australia’s settlement) situated within the curriculum domains of science and studies of society and environment. Reported here are the cycles of development displayed by one group of children as they worked the problem, together with the range of models created across the classes. Children developed mathematisation processes that extended beyond their regular curriculum, including identifying and prioritising key problem elements, exploring relationships among elements, quantifying qualitative data, ranking and aggregating data, and creating and working with weighted scores. Numerous researchers and employer groups have expressed concerns that schools are not giving adequate attention to the understandings and abilities that are needed for success beyond school. Research suggests that although professionals in mathematics-related fields draw upon their school learning, they do so in a flexible and creative manner, unlike the way in which they experienced mathematics in their school days (Gainsburg, 2006; Hall