Academic journal article Australian Mathematics Teacher

Editorial

Academic journal article Australian Mathematics Teacher

Editorial

Article excerpt

Welcome to the first issue of The Australian Mathematics Teacher (AMT) for 2013. This year is the International Year of Statistics, giving us another reason to look forward to an exciting year of teaching mathematics.

School mathematics is already under examination in 2013 with the release of the 2012 NAPLAN data onto the My School website. The subsequent tables of the data made available on other websites has made the comparisons of schools and sectors easy although the validity of some of the comparisons may not stand the examination of teachers of mathematics. Teacher education has also been under the spotlight, with entry standards, exit tests and school placements being on the political agenda again. While these ideas are not new, the information about them is very sketchy, including funding for all the additional testing and placements, and it remains to be seen what the consequences of these changes will be for the profession.

This issue has three papers with an international flavour. The first, Linking models: Reasoning from patterns to tables and equations by J. Matt Switzer from Texas Christian University, USA, looks at the issues around the disconnect some students have with different representations. The second, Mathematical giftedness: A creative scenario by Yogesh Sharma from Ramgarhia College of Education, Phagwara, Punjab, India, offers some insight into the creativity in mathematics teaching. The third is a little closer to home: Chris Linsell, Michael Cavanagh and Salma Tahir in their paper Using meaningful contexts to promote understanding of pronumerals, outline the positive impact of using of meaningful contexts for teaching algebra with junior secondary students' in New Zealand and Australia. …

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