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Publisher: RMIT Publishing   (Total: 403 journals)

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Showing 1 - 200 of 403 Journals sorted alphabetically
40 [degrees] South     Full-text available via subscription   (Followers: 2)
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Analysis     Full-text available via subscription   (Followers: 4)
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Asia Pacific J. of Clinical Nutrition     Full-text available via subscription   (Followers: 9, SJR: 0.672, h-index: 51)
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Australian and Aotearoa New Zealand Psychodrama Association J.     Full-text available via subscription  
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Australian and New Zealand Sports Law J.     Full-text available via subscription   (Followers: 8)
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Australian Forestry     Full-text available via subscription   (Followers: 2, SJR: 0.252, h-index: 24)
Australian Grain     Full-text available via subscription   (Followers: 3)
Australian Holstein J.     Full-text available via subscription  
Australian Humanist, The     Full-text available via subscription   (Followers: 4)
Australian Indigenous Law Review     Full-text available via subscription   (Followers: 17)
Australian Intl. Law J.     Full-text available via subscription   (Followers: 26)
Australian J. of Acupuncture and Chinese Medicine     Full-text available via subscription   (Followers: 3, SJR: 0.106, h-index: 3)
Australian J. of Adult Learning     Full-text available via subscription   (Followers: 12, SJR: 0.159, h-index: 7)
Australian J. of Advanced Nursing     Full-text available via subscription   (Followers: 11, SJR: 0.225, h-index: 26)
Australian J. of Asian Law     Full-text available via subscription   (Followers: 4)
Australian J. of Cancer Nursing     Full-text available via subscription   (Followers: 10)
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Australian J. of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
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Australian J. of French Studies     Full-text available via subscription   (Followers: 6, SJR: 0.1, h-index: 5)
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Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Nursing J. : ANJ     Full-text available via subscription   (Followers: 6)
Australian Orthoptic J.     Full-text available via subscription  
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Chain Reaction     Full-text available via subscription  
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Chiropractic J. of Australia     Full-text available via subscription   (SJR: 0.107, h-index: 3)
Chisholm Health Ethics Bulletin     Full-text available via subscription   (Followers: 1)
Church Heritage     Full-text available via subscription   (Followers: 8)
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Connect     Full-text available via subscription  
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Context: J. of Music Research     Full-text available via subscription   (Followers: 7)
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Creative Approaches to Research     Full-text available via subscription   (Followers: 11)
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Deakin Law Review     Full-text available via subscription   (Followers: 14)
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Early Days: J. of the Royal Western Australian Historical Society     Full-text available via subscription  
Early Education     Full-text available via subscription   (Followers: 9)
EarthSong J.: Perspectives in Ecology, Spirituality and Education     Full-text available via subscription   (Followers: 1)
East Asian Archives of Psychiatry     Full-text available via subscription   (Followers: 2, SJR: 0.331, h-index: 7)
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Educating Young Children: Learning and Teaching in the Early Childhood Years     Full-text available via subscription   (Followers: 14)
Education in Rural Australia     Full-text available via subscription   (Followers: 1)
Education, Research and Perspectives     Full-text available via subscription   (Followers: 10)
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English in Aotearoa     Full-text available via subscription   (Followers: 1)
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Essays in French Literature and Culture     Full-text available via subscription   (Followers: 6)
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Extempore     Full-text available via subscription  
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Federal Law Review     Full-text available via subscription   (Followers: 22)
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Focus on Health Professional Education : A Multi-disciplinary J.     Full-text available via subscription   (Followers: 7)
Food New Zealand     Full-text available via subscription   (Followers: 4)
Fourth World J.     Full-text available via subscription  
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Future Times     Full-text available via subscription   (Followers: 1)
Gambling Research: J. of the National Association for Gambling Studies (Australia)     Full-text available via subscription   (Followers: 5)
Gay and Lesbian Law J.     Full-text available via subscription   (Followers: 2)
Gender Impact Assessment     Full-text available via subscription  
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Geriatric Medicine in General Practice     Full-text available via subscription   (Followers: 7)
Gestalt J. of Australia and New Zealand     Full-text available via subscription   (Followers: 2)
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Grief Matters : The Australian J. of Grief and Bereavement     Full-text available via subscription   (Followers: 10)
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Journal Cover Australian Senior Mathematics Journal
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   ISSN (Print) 0819-4564
   Published by RMIT Publishing Homepage  [403 journals]
  • Volume 27 Issue 1 - Problem set 11
    • Abstract: Yevdokimov, Oleksiy
      The purpose of the section is to supply teachers and students with a selection of interesting problems. In this issue we invite readers to deal with points and lines problems. For many of them symmetry plays a key role. The first problem below is one of the most famous examples from this topic. It is attributed to Sir Isaac Newton. All other problems have historical flavour too and all problems are from Dudeney (1958). Despite the simple problem statements they have, finding a direct and certain way towards a solution is often far from simple!

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Geometric series: A new solution to the dog problem
    • Abstract: Dion, Peter; Ho, Anthony
      An interesting mathematical problem, 'The Dog Problem', is easily stated. Four dogs each at the corners A, B, C and D of a large square of side length L start walking directly towards the dog on his right (Dog A to B, B to C, C to D, and D to A) all at the same speed. They do not to anticipate the target dog's movement and attempt a short cut. The dogs continually change direction, and we know by symmetry that they will spiral around each other and to meet in the middle of the square. What is the path length walked by each dog?

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Multiple solutions of a problem: Find the best point
           of the shot
    • Abstract: Zelenskiy, Alexander S
      In a recent issue of Australian Senior Mathematics Journal there has been published an interesting article by Galbraith and Lockwood (2010). In that article the problem of finding the most favorable points for a shot at goal in Australian football is considered from different points of view. A similar problem was considered by Galbraith and Stillman (2006) in the context of soccer.

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Benford's Law and why the integers are not what we
           think they are: A critical numeracy of Benford's law
    • Abstract: Stoessiger, Rex
      When we examine numbers in the newspaper or magazines we might expect that their first digits are just as likely to be 8 or 9 as a 1 or a 2 and we might assume that each of the nine digits (zero is not used as a first digit of course) will occur 1/9 of the time. Unexpectedly this turns out to be untrue in many situations.

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Where is the square?" Activities to stimulate
           spatial reasoning
    • Abstract: Obara, Samuel
      The National Council of Teachers of Mathematics (NCTM, 1989, 2000) and the new Australian Curriculum: Mathematics for senior secondary (ACARA, 2010) highlight the importance of teaching spatial reasoning as early as preschool when mathematics is introduced. Studies have shown that there is a relationship between spatial abilities and mathematical achievement (Burnett, Lane, and Dratt, 1979; Casey, Nuttall, Pezaris, and Benbow, 1995; Geary, Saults, Liu, and Hoard, 2000). Activities that enhance spatial reasoning skills are invaluable to, and should be encouraged in, classroom instruction. Casey, Andrews, Schindler, Kersh, Samper, and Copley (2008) define spatial skills as "the ability to think and reason through the comparison, manipulation, and transformation of mental pictures" (p. 270). In this article I present an activity (Aichele and Wolfe, 2007, p. 11) to pre-service high school teachers. Though the activity seems simple, it can be challenging to students who have not been exposed to spatial tasks. The activity goal is to create a square from a given polygon by making one straight cut so that two pieces, when put together without overlap or gaps.

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Links in learning logarithms
    • Abstract: Kenney, Rachael; Kastberg, Signe
      The beautiful history of the development of logarithms (Smith and Confrey, 1994), coupled with the power of the logarithmic function to model various situations and solve practical problems, makes the continued effort to support students' understanding of logarithms as critical today as it was when slide rules and logarithmic tables were commonly used for computation. They continue to play an important role despite the fact that calculators are now used for many computations involving logarithms: logarithmic scales can increase the range over which numbers can be viewed in a meaningful way. As described in the senior secondary curriculum, logarithmic scales are used regularly in astronomy, chemistry, acoustics, seismology, and engineering and students should be able to "identify contexts suitable for modelling by logarithmic functions" and be able to "use logarithmic functions to solve practical problems (Australian Curriculum and Assessment Reporting Authority [ACARA], 2012)".

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Problems with generalising: Pythagoras in N dimensions
    • Abstract: Foster, Colin
      A post-16 mathematics student, Peter (not his real name), asked me, "Does Pythagoras' theorem generalise to three dimensions?" I said, "Yes." But it turned out that we had different things in mind.

      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - Editorial: Curiosities, coincidences and surprises
    • Abstract: Stillman, Gloria
      PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 27 Issue 1 - About ASMJ
    • PubDate: Fri, 13 Dec 2013 09:27:29 GMT
       
  • Volume 26 Issue 2 - Reviewers for 2012
    • PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - Ponder this!: Problem set 10
    • PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - Scoring points: Goals for real world problem solving
    • Abstract: Galbraith, Peter
      Recognition that real world problem solving expertise is a major educational goal continues to be reinforced internationally, at least officially, through documents that set specific goals for the learning of mathematics - as in the following: Mathematical literacy is defined in PISA as the capacity to identify, understand and engage in mathematics, and to make well-founded judgements about the role that mathematics plays in an individual's current and future private life, occupational life, social life with peers and relatives, and life as a constructive, concerned and reflective citizen. (OECD, 2001, p. 22).

      PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - The mathematics of networks science: Scale-free,
           power-law graphs and continuum theoretical analysis
    • Abstract: Padula, Janice
      When hoping to initiate or sustain students' interest in mathematics teachers should always consider relevance, relevance to students' lives and in the middle and later years of instruction in high school and university, accessibility. A topic such as the mathematics behind networks science, more specifically scale-free graphs, is up-to-date (think of the recent award-winning film, The Social Network, Spacey et al., 2010), highly relevant to students' lives, and accessible. This article illustrates how mathematicians and scientists work together collaboratively when applying mathematics and developing new scientific theories, and describes ways of teaching mathematics in a highly meaningful, real-world context with a topic which is widely acknowledged as being important mathematically and scientifically.

      PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - Explaining definitions in secondary school
           mathematics: a0, an, 0!
    • Abstract: Tay, Eng Guan; Leong, Yew Hoong
      We look for teaching opportunities within the curriculum to "bring the practice of knowing mathematics in school closer to what it means to know within the discipline" (Lampert, 1990, p. 29). We should also be concerned about avoiding the scenario where instead of capitalising on such teaching opportunities, a wrong treatment of an unavoidable mathematical notion (such as a0) would leave an indelible impression on students that mathematics has strange inscrutable rules and devices or even more ironically mathematics is illogical.

      PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - Giving more realistic definitions of trigonometric
           ratios
    • Abstract: Bhattacharjee, Pramode Ranjan
      The theoretical study of Physical Science is based on many conventions. For a systematic study, one is to follow the normal conventions which have already earned international recognition. Now, what about those conventions which are not at all realistic and which have no resemblance with problems in real world' It is a high time to think of such conventions and to get rid of them with alternative replacements in compliance with real life situations or to deal with a problem where such a convention is used by alternative treatment so as to establish a bridge between theory and practice. Such attempts have been made in Bhattacharjee (2002, 2008, 2011, 2012). A means of getting rid of the most misleading sign convention of geometrical optics has been offered in Bhattacharjee (2002, 2012). Also considering the generalized equations of motion with the approach offered in Bhattacharjee (2008, 2011), one can easily do away with the need of using the ambiguous sign convention in regard to distance measurement which has been in regular use in solving typical problems of elementary mechanics for many years.

      PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - Visualising the complex roots of quadratic equations
           with real coefficients
    • Abstract: Bardell, Nicholas S
      The roots of the general quadratic equation y = ax2 + bx + c (real a, b, c) are known to occur in the following sets: (i) real and distinct; (ii) real and coincident; and (iii) a complex conjugate pair. Case (iii), which provides the focus for this investigation, can only occur when the values of the real coefficients a, b, and c are such as to render the discriminant negative. In this case, a simple two-dimensional x-y plot of the quadratic equation does not reveal the location of the complex conjugate roots, and the interested student might well be forgiven for asking, "Where exactly are the roots located and why can't I see them'" In the author's experience, this sort of question is hardly ever raised - or answered satisfactorily - in school Years 11 or 12, or in undergraduate mathematics courses. The purpose of this paper therefore is to provide a clear answer to this question by revealing the whereabouts of the complex roots and explaining the significance of the conjugate pairing.

      PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 2 - Envisioning the future of the mathematical sciences
           and mathematics teaching
    • Abstract: Brown, Jill; Stillman, Gloria
      PubDate: Mon, 24 Dec 2012 10:23:52 GMT
       
  • Volume 26 Issue 1 - Ponder this! Problem set 9
    • Abstract: Yevdokimov, Oleksiy
      As usual, the purpose of this section is to supply teachers and students with a selection of interesting problems. In this issue we invite readers to deal with determinants that remain a core topic of the first course on linear algebra at the undergraduate level.

      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 26 Issue 1 - On periodicity of trigonometric functions and
           connections with elementary number theoretic ideas
    • Abstract: Stupel, Moshe
      The notion of periodicity stands for regular recurrence of phenomena in a particular order in nature or in the actions of man, machine, etc. Many examples can be given from daily life featuring periodicity: day and night, the weekdays, the months of the year, the circulation of blood in our body, the function of the heart, the operation of a clock, the natural circulation of water, crop rotation, and tree crop rotation. In astronomy there are many periodical phenomena: the revolution of planets around the sun, the Solar Cycle and the Lunar Cycle, the cycle of intercalation in a period of 19 years: "Every 19 years of which 7 are intercalary and 12 are regular, is called a Period" (Maimonides, Sanctification of the Month 6). Mathematically the meaning of periodicity is that some value recurs with a constant frequency.

      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 26 Issue 1 - A new iterative method to calculate pi
    • Abstract: Dion, Peter; Ho, Anthony
      For at least 2000 years people have been trying to calculate the value of pi, the ratio of the circumference to the diameter of a circle. We know that pi is an irrational number; its decimal representation goes on forever. Early methods were geometric, involving the use of inscribed and circumscribed polygons of a circle. However, real accuracy did not come until the use of infinite series techniques, in which one can, by calculating more and more terms, obtain smaller and smaller corrections all leading to a precise value. Such series go on forever, so the limitation on accuracy is how much time one is willing to devote to the task and how fast the computer is, but mainly how quickly your series converges.

      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 26 Issue 1 - Pythagoras' garden, revisited
    • Abstract: Bernhart, Frank R; Price, HLee
      Mack and Czernezkyj (2010) have given an interesting account of primitive Pythagorean triples (PPTs) from a geometrical perspective. We wish here to enlarge on the role of the equicircles (incircle and three excircles), and show there is yet another family tree in Pythagoras' garden.

      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 26 Issue 1 - On interpreting and extracting information from the
           cumulative distribution function curve: A new perspective with
           applications
    • Abstract: Balasooriya, Uditha; Li, Jackie; Low, Chan Kee
      For any density function (or probability function), there always corresponds a cumulative distribution function (cdf). It is a well-known mathematical fact that the cdf is more general than the density function, in the sense that for a given distribution the former may exist without the existence of the latter. Nevertheless, while the density function curve is frequently adopted as a graphical device in depicting the main attributes of the distribution it represents, the cdf curve is usually ignored in such practical analysis.

      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 26 Issue 1 - Building intuitions about statistical inference based
           on resampling
    • Abstract: Watson, Jane; Chance, Beth
      Formal inference, which makes theoretical assumptions about distributions and applies hypothesis testing procedures with null and alternative hypotheses, is notoriously difficult for tertiary students to master. The debate about whether this content should appear in Years 11 and 12 of the Australian Curriculum: Mathematics has gone on for several years. If formal inference is not included in Years 11 and 12, what statistical content, if any, should there be' Should students continue learning more data handling skills, which are a feature of the F-10 curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2011)' Perhaps the focus should be on procedural aspects, such as correlation and lines of best fit, employing principles from calculus. Or perhaps the curriculum should drop statistics and focus on the more complex theoretical aspects of probability.

      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 26 Issue 1 - To engage or not to engage
    • Abstract: Stillman, Gloria; Brown, Jill
      PubDate: Tue, 25 Sep 2012 10:31:06 GMT
       
  • Volume 25 Issue 2 - Reviewers in 2011
    • PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - Ponder this! Problem set
    • Abstract: Yevdokimov, Oleksiy
      The purpose of the section is to supply teachers and students with a selection of interesting problems. In this issue we invite readers to look back as far as more than one hundred years ago and work on a selection of problems that had been proposed to students and teachers at that time. The tradition of publishing problems in periodicals was well established in Europe by the beginning of the nineteenth century. The first two problems appeared in The Mathematical Visitor (Martin, 1881) that was published in the seventies of the nineteenth century in the US. The next two problems are from the Russian periodical Vestnik (Newsletter) of the Experimental Physics and Elementary Mathematics (Tsimmerman, 1886-1917). The final problem comes from the Italian mathematical magazine Il Pitagora where it appeared in 1897.

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - On Vieta's formulas and the determination of a set of
           positive integers by their sum and product
    • Abstract: Valahas, Theodoros; Boukas, Andreas
      In Years 9 and 10 of secondary schooling students are typically introduced to quadratic expressions and functions and related modelling, algebra, and graphing. This includes work on the expansion and factorisation of quadratic expressions (typically with integer values of coefficients), graphing quadratic functions, finding the roots of quadratic equations and relating these to horizontal axis intercepts of corresponding graphs. For example, given the quadratic expression x2 - 5x + 6 = 0, students would attempt to factorise by seeking two integers m and n such that m + n = -5 and m x n = 6, and thus express x2 - 5x + 6 = 0 in the form (x + n) (x + n).

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - A classroom investigation into the catenary
    • Abstract: Staples, Ed
      The Catenary is the curve that an idealised hanging chain or cable assumes when supported at its ends and acted on only by its own weight... The word catenary is derived from the Latin word catena, which means "chain". Huygens first used the term catenaria in a letter to Leibniz in 1690 Hooke discovered that the catenary is the ideal curve for an arch of uniform density and thickness which supports only its own weight. (Wikipedia, catenary).

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - Parabolas: Connection between algebraic and
           geometrical representations
    • Abstract: Shriki, Atara
      A parabola is an interesting curve. What makes it interesting at the secondary school level is the fact that this curve is presented in both its contexts: algebraic and geometric. According to the intended curriculum in mathematics, in 9th grade, students should learn about quadratic functions, including simplification techniques. In the 10th grade, they are expected to solve a wide range of quadratic equations, construct graphs of parabolas, and connect algebraic and graphical representations of quadratic functions.

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - Analysing the mathematical experience: Posing the
           'What is mathematics'' Question
    • Abstract: Padula, Janice
      Have your students ever wondered what mathematics is, and exactly what it is that a mathematician does' In this paper different schools of thought are discussed and compared to encourage lively classroom discussion and interest in mathematics for high achieving Form 12 students and first (or higher) year university students enrolled in a mathematics degree program. (The topic also fits well under the rationale for Queensland Senior Mathematics B Syllabus, Queensland Studies Authority, 2008.) In particular the work and views of two mathematicians, Kurt G del (1931) and Ian Stewart (1996), mathematician and professor Reuben Hersh (1998) and university lecturer, researcher and writer Robyn Arianrhod (2003) are used to illustrate different views of mathematics. Two documentaries are suggested for viewing by students: Dangerous Knowledge, relating the work and place of Godel in the history and foundations of mathematics (Malone and Tanner, 2008), and How Kevin Bacon Cured Cancer (Jacques, 2008) which illustrates how mathematicians and scientists work together developing and applying mathematics.

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - A square becomes a regular octagon: An authentic
           experience in proof writing
    • Abstract: Fuentes, Sarah Quebec
      The promotion of proof as a process through which mathematics knowledge and understanding have been constructed will not necessarily motivate students, though, unless they believe that they are participating in meaningful mathematical discovery (Vincent, 2005, p. 94).

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - To solve or not to solve, that is the problem
    • Abstract: Braiden, Doug
      The senior school Mathematics syllabus is often restricted to the study of single variable differential equations of the first order. Unfortunately most real life examples do not follow such types of relations. In addition, very few differential equations in real life have exact solutions that can be expressed in finite terms (Jordan and Smith, 2007, p. 2). Even if the solution can be found exactly it may be far too difficult to be clearly articulated such as those that form an infinite series. In either case, these real life problems are well beyond the scope of the secondary student to solve.

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - ICTMA15
    • Abstract: Brown, Jill; Stillman, Gloria
      During July this year, the Australian Catholic University (ACU) hosted the Fifteenth Biennial Conference on the Teaching of Mathematical Modelling and Applications (ICTMA15). Teachers, mathematicians and mathematics educators from around the world descended on the Melbourne campus of ACU.

      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 2 - To err is human
    • Abstract: Brown, Jill; Stillman, Gloria
      PubDate: Wed, 14 Dec 2011 14:58:27 GMT
       
  • Volume 25 Issue 1 - Problem Set 7
    • Abstract: Yevdokimov, Oleksiy
      Problems 1-4 from Euler are presented.

      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 25 Issue 1 - Enhancing Conceptual Understanding of Trigonometry
           Using Earth Geometry and the Great Circle
    • Abstract: Wongapiwatkul, Pimpalak; Laosinchai, Parames; Panijpan, Bhinyo
      An instruction method that uses Earth geometry and the great circle to enhance students' understanding of trigonometric ideas is described. Three visual aids to help students visualise the geometry of the Earth are presented, together with a method of calculating the shortest distance between two points on the surface of the Earth, that is, the great-circle distance.

      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 25 Issue 1 - Teaching Harmonic Motion in Trigonometry: Inductive
           Inquiry Supported by Physics Simulations
    • Abstract: Sokolowski, Andrzej; Rackley, Robin
      An argument is presented that applying trigonometric functions to model harmonic motion offers a rich scientific context to exercise mathematical modelling through inductive inquiry in trigonometry classes as well. The paper describes an activity that uses a physics simulation called 'Wave on a String' created by the PhET Interactive Simulations Project at Colorado University at Boulder, and is available on the internet. The activity's cognitive learning objectives fit into the scope of the proposed Australian mathematics curriculum that highlights the development of the skills of mathematical modelling, data collection, and analysis.

      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 25 Issue 1 - The Logical Heart of a Classic Proof Revisited: A
           Guide to Godel's 'Incompleteness' Theorems
    • Abstract: Padula, Janice
      The main elements of Kurt Godel's proof of the 'incompleteness' of a formal system such as Bertrand Russell and A.N. Whitehead's 'Principia Mathematica' are discussed together with ways to address potential difficulties for students. The article recommends the study of the logical-skeletal structure before students attempt the proof itself and describes how students may be introduced to the proof with a documentary highlighting its importance. In addition, the paper evaluates two books for the 'general reader', by E. Nagel and J.R. Newman and by Torkel Franzen, and a description of the proof's logical core written in clear English by Solomon Feferman.

      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 25 Issue 1 - Generating 'Random' Integers
    • Abstract: Griffiths, Martin
      A workshop for undergraduates and students in Years 11 and 12 on generating 'random' positive integers is described. The workshop explores a range of topics, from statistics to pure mathematics, including aspects of probability, random variables, and Fourier series. The teaching and learning that took place in the workshop is examined in the context of the 'Australian Senior Secondary Mathematics Curriculum'.

      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 25 Issue 1 - Exploring Fourier Series and Gibbs Phenomenon Using
           Mathematica
    • Abstract: Ghosh, Jonaki B
      A laboratory module on Fourier series and Gibbs phenomenon undertaken by Year 12 students using Mathematica is described. Paper and pencil methods were used to help students understand calculations while Mathematica added meaning to the calculations by providing graphical and numerical representations. Students were then able to focus on the behaviour of the graphs and the functions, which enabled them to visualize Gibbs phenomenon.

      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 25 Issue 1 - Historical Sources and Historical Development of
           Statistical Ideas
    • Abstract: Brown, Jill; Stillman, Gloria
      PubDate: Wed, 10 Aug 2011 11:50:54 GMT
       
  • Volume 24 Issue 2 - Ponder This!
    • Abstract: Yevdokimov, Oleksiy
      Some interesting problems for teachers and students to solve are discussed. A few famous geometric inequalities for finding new proofs are highlighted.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - The Tree in Pythagoras' Garden
    • Abstract: Mack, John; Czernezkyj, Vic
      The creation of a specific 'infinite ascent' from a single Primitive Pythagorean Triple (PPT) base and then a 'finite descent' from the PPT base is discussed. Some of the different challenges posed by Fermat as well as solutions for the same are highlighted.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - A Transformation Called 'Twist'
    • Abstract: Hwang, Daniel
      The definition of 'twist', a transformation and its various applications are discussed. Some of the different classroom tasks to help illustrate the twist transformation are highlighted.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - Is Proof Dead in the Computer-Age School
           Curriculum'
    • Abstract: Gough, John
      The need for proof to be and should be seen as a central component in school curriculum is discussed. Some of the various examples of proof and their application is highlighted.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - Things May Not Always Be as They Seem: The Set Shot in
           AFL Football
    • Abstract: Galbraith, Peter; Lockwood, Terry
      The difficulty of a set shot in AFL football and how a set shot at goal varies with position on the field is discussed. A linking of the mathematics and modeling involved, to educational settings in terms of curriculum concerns and possible teaching approaches are highlighted.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - Cognitive Development of Applying the Chain Rule
           through Three Worlds of Mathematics
    • Abstract: Kabael, Tangul Uygur
      The key aspects and features of the framework of 'three worlds of mathematics' that describes three levels of mathematics understanding are discussed. The teacher should design teaching activities that can help students relate prerequisite concepts with various chain rule applications.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - Response to Farmer
    • Abstract: Boncek, John; Harden, Sig
      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
  • Volume 24 Issue 2 - Model Fitting for Predicted Precipitation in Darwin:
           Some Issues with Model Choice
    • Abstract: Farmer, Jim
      The key aspects and features of the Markov chain model used in an exercise to predict rainfall data for Darwin airport are discussed. The various factors that led to the failure of the model in such an exercise are highlighted.

      PubDate: Fri, 3 Dec 2010 08:52:33 GMT
       
 
 
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