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Abstract This article looks at how social and participatory media can be used to strengthen interdisciplinary literacy and connects the multimodality of social environments with Middle‐Years Mathematics curriculum and delivery. The article reports on part of an eighteen months action research study in an Australian public high school within the author's two Year 8 Mathematics classes. The article provides student samples from within these classes as it contributes evidence and analyses that may help to inform teachers from across subject areas to recognise and implement literacy practices, not as an isolated classroom activity, but across their disciplines. By taking a more ‘social’ approach to designing projects for Middle‐Years Mathematics, this study supports concepts of literacy as a social, cognitive and cultural practice.
Gail Casey (Sat,) studied this question.
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