Improving middle years mathematics and science: The role of subject cultures in school and teacher change

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Student disengagement with mathematics and science in the middle years of schooling, and the low retention rates into these areas in upper years, is of national concern. This project investigates the role of mathematics and science knowledge, and school subject cultures, in mediating change processes in the middle years. It builds on a highly successful change model developed for science teaching and learning in Victoria to investigate how generic conceptions of teacher pedagogy and school change intersect with subject matter knowledge and traditions in the closely related areas of mathematics and science. The findings will inform future school change projects.