Dunn, Peter K. (2004) What happens with all that maths? (Part 2). Teaching Mathematics, 29 (1). pp. 18-24. ISSN 0313-7767
Official URL: http://search.informit.com.au/fullText;dn=140964;r...
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 |
| 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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