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

学生在中学阶段不学习数学和科学，而在高年级继续学习这些领域的学生比例很低，这是全国关注的问题。本项目调查数学和科学知识的作用，学校学科文化，在中间年调解变化过程。它建立在维多利亚为科学教学和学习开发的一个非常成功的变化模型的基础上，以调查教师教育学的一般概念如何 和学校的变化与数学和科学密切相关领域的主题知识和传统相交。调查结果将为未来的学校改革项目提供信息。

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.