The interface between mathematics and design and technology in secondary schools

<jats:title>ABSTRACT</jats:title><jats:p>This article suggests that there are important connections between design and technology and mathematics curricula and that these are not fully made in the United Kingdom National Curriculum. Using three examples, the authors show how there are real opportunities in design and technology teaching for incorporating mathematical learning, but that all too often these are lost because they are not made explicit. Again, the authors argue that too much mathematics teaching is dominated by abstract investigation rather than practical problem‐solving. They conclude by suggesting that teaching should transcend subject boundaries and be concerned with real‐life situations.</jats:p>