Teaching Styles in the Teaching of Mathematics Thematically

 
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THE JUNIOR SECONDARY STANDARD MATHEMATICS COURSE 
In New South Wales (NSW), Australia, the Years 9 and 10 Mathematics Syllabus 
consists of the Advanced, Intermediate, and Standard courses. The main feature of the 
Standard course is the introduction of teaching mathematics thematically as a mandatory 
instructional strategy at the junior secondary level (Board of Studies NSW, 1996; Hunter, 
1996). In the previous General Syllabus (Secondary Schools Board NSW, 1983) the use 
of themes was optional. The Standard course consists of eight themes and ten topics. The 
themes include: (a) 
Mathematics of our Environment, 
(b)
 Mathematics involving Food, 
(c) 
Mathematics in the Workplace, 
(d) 
Building Design, 
(e) 
Mathematics involving 
Sports, 
and (e) 
Mathematics in the Community, 
(f) 
Handcrafts
, and (g) 
Tourism and 
Hospitality
. 
 
Each theme is organised into sub-themes. For example, the theme 
Mathematics involving Sports 
includes the sub-themes: (a) 
Sporting Venues
, (b) 
Sporting 
Costs,
and (c) 
Performance in Sport
.
The Standard course curriculum document makes it very clear that the thematic 
component of the course should be enacted accordingly, that is, the theme must be 
considered as the main idea around which the mathematical content is taught (Board of 
Studies NSW, 1996, p. 19):
Teachers may wish to teach a theme by first teaching some or all the mathematical 
content and then reinforcing this content within the context of the theme. Alternatively, 
teachers may wish to teach the theme and emphasise the mathematical skills when 
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appropriate. This does not imply that teachers must follow a particular sequence when 
teaching each theme. However students must be provided with the opportunities to 
acquire the mathematical knowledge, understanding and skills 
in the
context of each 
theme
[emphasis added].