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    Mathematics is more than the mathematics lesson

    Access Status
    Fulltext not available
    Authors
    Cooke, Audrey
    Date
    2014
    Type
    Conference Paper
    
    Metadata
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    Citation
    Cooke, A. 2014. Mathematics is more than the mathematics lesson, in in Aldon, F. and Di Paola, B. and Fazio, C. (ed), Proceedings of the International Commission for the Study and Improbement of Mathematics Education: Mathematics and Realities (CIEAEM 66), Jul 21-25 2014, pp. 193-196. Lyon, France: University of Palermo.
    Source Title
    CIEAEM 66 Lyon
    Source Conference
    CIEAEM 66 Lyon
    ISSN
    1592-4424
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/23166
    Collection
    • Curtin Research Publications
    Abstract

    Integrating mathematics across the curriculum is of benefit for children learning mathematics as it can provide opportunities that demonstrate how mathematics is used in the real world and create experiences that children enjoy. However, how teachers integrate mathematics can vary and this, in turn, can impact on what happens in the mathematics learning experience. Teacher views of what it means to integrate mathematics impact on how mathematics is integrated in learning experiences. In addition, teacher disposition towards mathematics - their beliefs about, attitudes towards, anxiety and confidence with, and conceptualisation of mathematics - can influence both how teachers view mathematics integration and the mathematics learning experiences they create. This theoretical paper discusses the potential forms of this influence and proposes ways to describe their effect.

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