Angela Jones, Ruth Pritchard
This project involved a teacher examining her use of an interactive mathematics program with a class of 13-14 year old boys to promote engagement in mathematics. Students identified a variety of mathematical concepts implicit in the learning experience, and described ways in which it presented opportunities to encounter, apply or develop these ideas. It provides an example of how the affordances of such software can be accessed by teachers developing new approaches to teaching through in-depth professional development. The teacher’s heightened awareness allowed her to capitalise on the novel context to promote increased opportunities for learning and participation in mathematics.