ABSTRACT
With the vast amounts of research that have been generated since mathematics education became recognised as a discipline, there is now a strong research base to inform change in teaching school mathematics. School mathematics needs to adopt pedagogies that will cater for diversity within a classroom. Importantly, students are able to make connections between the mathematics they learn and other curriculum areas, as well as with the world beyond school. Curriculum organisation is thus changing and shifting, and reflects the changing society in which the readers live and the social construction of mathematics curriculum documents. Thus, it is important to see the connections between the various strands of the mathematics curriculum, the connections to other curriculum areas and the connections to the world beyond school. Many teachers practise using an integrated curriculum model, and subject integration is a signature practice of the middle years of schooling (or MYS) pedagogy.
