Softly, Softly: Curriculum Change in Applications and Modelling in the Senior Secondary Curriculum in Queensland

< p.galbraith @ uq.edu.au> Applications and mathematical modelling have been a distinctive part of the senior secondary curriculum in Queensland for two decades. Findings 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 collected from teachers. A deep understanding of mathematical modelling has alluded some teachers sometimes leading to their not seeing the purpose of gentle nudges from monitoring panels to move forward. A softly, softly approach to implementation has led to some progress on all fronts with approaches described as ranging from minimalist to very rich. Reviewing the existing situation regarding applications and mathematical modelling in education worldwide, Niss, Blum, and Galbraith (2007) identified several issues presenting challenges, and articulated specific questions within each that require ongoing research and development. All but one of these issues have been addressed explicitly in Australasian work as indicated in Stillman, Brown, and Galbraith (2008), where according to this source, specific research efforts are pursuing answers to questions such as the following: 1. How are different versions of the modelling process being applied within particula