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dc.contributor.authorCooke, Audrey
dc.contributor.editorGilles Aldon, Benedetto Di Paola and Claudio Fazio
dc.identifier.citationCooke, 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.

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.

dc.publisherG.R.I.M University of Palermo
dc.titleMathematics is more than the mathematics lesson
dc.typeConference Paper
dcterms.source.titleCIEAEM 66 Lyon
dcterms.source.seriesCIEAEM 66 Lyon
dcterms.source.conferenceCIEAEM 66 Lyon
dcterms.source.conference-start-dateJul 21 2014
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available

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