Numeracy education through mobile apps

The concept of curriculum integration (CI) has been repeatedly recommended as a curriculum design for the middle years of schooling but the extant literature is confusing, ambiguous and guidance and direction for teachers who want to implement CI in their classrooms. Teachers’ knowledge and understanding about CI is often hazy with the result that despite the best intentions, design and implementation of CI can be haphazard and ineffective. This article critically reviews the relevant literature of CI with an emphasis on identifying typical pitfalls and that designs for CI need to consider the ways different subjects are organised and taught. It investigates teachers’ beliefs about CI in two middle schools in Tasmania. The article argues the case for a pragmatic approach to CI design and implementation in the middle years in Australian contexts, with a view to developing a robust network of shared knowledge and understanding designing and implementing high quality CI programs. 16 Middle Years of Schooling Association – Volume 14 – Number 1 – May 2014 – www.adolescentsuccess.org.au Middle Years of Schooling Association – Volume 14 – Number 1 – May 2014 – www.adolescentsuccess.org.au 17 Refereed Refereed

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