International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Designing Curriculum-integrated Mathematics Instruction in Vocational Contexts: a Case of Arithmetic Sequences and Depreciation

Changsuk Lee, Oh Nam Kwon

Gunpo e-business High School

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 915–922ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study develops design principles and an instructional model for vocational context-based mathematics instruction to enhance foundational vocational competencies in vocational high schools. Utilizing Design-Based Research, we derived 12 design principles and a six-phase model grounded in curriculum integration and situated learning theories. Validation through expert review and field enactment confirmed significant improvements in students' perception of mathematical utility and practical application skills. This study contributes by demonstrating the function of mathematics as a practical tool within vocational contexts and providing a concrete instructional design framework.

Keywords

Vocational context-based mathematics instructionCurriculum integration theorySituated learning theoryInstructional design principlesInstructional model

Recommended citation

Lee, C., & Kwon, O. (2026). Designing Curriculum-integrated Mathematics Instruction in Vocational Contexts: a Case of Arithmetic Sequences and Depreciation. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 915–922). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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