Abstract
Abstract This paper reports on a study of boys in an Australian secondary school who were under achieving in school mathematics. The subjects were asked to develop computing software to teach fellow students about aspects of Ancient Egyptian mathematics. The paper reports four example case studies of the experience of the subjects during the course of the intervention. The paper examines the use of computing software development as a vehicle for the incidental learning of mathematical technique and for changes in attitude towards mathematics. Four different mathematical activities are reported in the case studies with a screen‐dump of the subjects work included as an illustrative example.
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