Engaging the Middle Years in Mathematics

Student engagement in mathematics in the middle years is consistently reported to be a challenging problem. Yet, as this action research study shows, it is possible to engage students in meaningful mathematical learning with the use of relevant investigations. This project with 14 Year 8 and Year 9 mathematics teachers was structured around an action research model with teachers supported to refine capabilities and pedagogical processes to implement mathematical investigations that ‘make sense’. Following implementation, teachers reported that students were more engaged compared to traditional mathematics lessons and that students recognised the value and application of mathematics, which in turn leads to greater engagement in mathematics