What happens with all that maths? (Part 2)

Dunn, Peter K. (2004) What happens with all that maths? (Part 2). Teaching Mathematics, 29 (1). pp. 18-24. ISSN 0313-7767

Abstract

For students to become excited about studying mathematics, it is important that mathematics is seen as useful at school. I once was of the view that the most interesting and useful applications of mathematics occurred after significant mathematical content had been studied. I hope, however, that the previous section has shown that this is not necessarily the case; even simple mathematical ideas have far reaching, important applications. So how can we show students this at school?

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	No
Item Status:	Live Archive
Additional Information:	Restricted access to the published version in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013)
Faculty/School / Institute/Centre:	Historic - Faculty of Sciences - Department of Maths and Computing (Up to 30 Jun 2013)
Date Deposited:	30 Nov 2007 11:47
Last Modified:	18 Apr 2018 05:01
Fields of Research (2008):	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy 13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Fields of Research (2020):	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy 39 EDUCATION > 3904 Specialist studies in education > 390409 Learning sciences
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI:	http://eprints.usq.edu.au/id/eprint/14568

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