A Laboratory for Secondary Math


  • Steven P. Meiring Ohio Department of Education (retired)


Laboratory learning approach, Secondary mathematics education, Non-routine problem-solving


Students should have opportunities to learn in representative formats for which they will eventually have to apply their knowledge. That is the premise of various curricular innovations over the past 30 years, including authentic learning, problem solving, rich problems/tasks, collaborative learning, modeling, numerical/quantitative literacy, technology, cooperative projects, or STEM-related learning. It also includes tasks related to traditional learning presented in an investigate and discovery format. This article argues for “a place” in the curriculum wherein students and teachers assume a virtual laboratory approach, at times, for learning across the secondary level as an organizational feature, and as an incentive for publishers to provide the activities and tools required to support application of learning for each secondary subject.


Crawford, R.A. Jr. (2021). Stella’s Stunners: A web-based resource of ideas and problems for addressing non-routine problem solving at the secondary mathematics level. http://www.mathstunners.org

Just Science Now. (2020). http://justsciencenow.com/

NRICH. (n.d.). What Is a Mathematically Rich Task? https://nrich.maths.org/6299

PISA. (2012). A source of authentic and extended assessment items. www.oecd.org/pisa/pisaproducts/pis a2012-2006-rel-items-maths.ENG.pdf

Resnick, L. B. (1987) Education and Learning to Think. Washington, DC: National Academy Press. Rule, A. (August 2006). Editorial: The Components of Authentic Learning. Journal of Authentic Learning 3(1), 1-10.




How to Cite

Meiring, S. P. (2023). A Laboratory for Secondary Math. Ohio Journal of School Mathematics, 94(1), 6–12. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9243




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