Abdul; Department of *Mathematics* Educati...

*Mathematics* in context (MiC) is an integrated program that uses Realistic *Mathematics* Education(RME) approach to teaching and learning of *mathematics*. It emphasizes learning *mathematics* from realistic situations, students’ invention or construction of solution procedure and interaction with other students or the teacher. Students should be encourag...

IMLSN, Irish *Mathematics* learning Suppor...

Abstracts of the 9th Annual Irish Workshop on *Mathematics* Learning Support

Rampersad, Roger

*Mathematics* 436 is the advanced *mathematics* course offered to students in secondary IV in the province of Quebec. Although the course is designed to challenge students in the advanced stream, it has produced a high number of failures. This study examines the relationship between *mathematics* anxiety and achievement in *Mathematics* 436. Fifty-six stud...

Dinesh; Department of Natural Science (*M...* Ritu; Department of Natural Science (*Mat...* K; Department of Natural Science (*Mathem...*

The main objective of this paper is to analyze the program wise weightage of *mathematics* curriculum in universities of Nepal, in the areas of pure and applied *mathematics*. It also deals with the status of students' performance for *mathematics* at various levels. DOI: 10.3126/kuset.v4i1.2888 Kathmandu University Journal of Science, Engineering and Te...

Kripa Sindhu; Department of *Mathematics*,...

Discovery learning can be effectively used to stimulate and maintain interest in *mathematics*. Furthermore, such an approach promotes creativity and originality in students which are important for a student’s future success in *mathematics*. This paper highlights and illustrates learning by discovery. Keywords Pure discovery, guided discovery, explora...

Crisan, C Rodd, M

To address the shortage of *mathematics* teachers in England, serving teachers, qualified in subjects other than *mathematics* yet teaching secondary *mathematics*, were eligible to participate in a *Mathematics* Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research projectwas set up to invest...

Maxwell, N

What implications does wisdom-inquiry have for *mathematics*? Is not *mathematics* an especially secure branch of knowledge, immune to any changes that may be brought about by moving from knowledge-inquiry to wisdom-inquiry? All the well-known views that construe *mathematics* as a body of knowledge fail, however, to solve the fundamental problem: What c...

Crisan, C Rodd, M

To address the shortage of *mathematics* teachers in England, serving teachers, qualified in subjects other than *mathematics* yet teaching secondary *mathematics*, were eligible to participate in a *Mathematics* Development Programme for Teachers (MDPT) commissioned and funded by the Teacher Development Agency (TDA). A research project was set up to inves...

Tahir, Diana

Swedish teachers tend to use *mathematics* textbooks in their teaching to a large extent. How teachers’ beliefs impact their teaching is however, debated. Therefore, this study investigated the relationship between teachers’ use of *mathematics* textbooks and their beliefs about *mathematics*, *mathematics* teaching and learning *mathematics*. Eight 1-3 grad...

"Bibliography; note on the study of *mathematics*": p. 251-252.