Abstract: Nillsen, Rodney Let us suppose a bank customer has $150 000 to invest. The bank says it can offer an account where the bank pays interest compounded daily at 3% per annum. As an alternative, the bank offers also another account, where the interest rate is 2.5% on the first $50 000 and 3.5% on any amount in excess of $50 000, where again the interest is compounded daily. The customer wishes to invest the $150 000 for, say, five years. Which account should the customer choose' If the customer were prepared to wait for 10 years instead of five, would this make a difference to the account the customer should choose' Is there much difference between the two choices' Does a small change in an interest rate lead to a possibly large change in the outcome' More generally, in what ways do the interest rates and the other variables affect the answers to such questions'

Abstract: Thomson, Ian This article is based on a problem-solving task for senior secondary school students. The skills and concepts involved in the task are related to the topic of linear programming. In the task, linear programming is applied to optimise the value of an investment portfolio. The context of the task centres around a scenario in which a large sum of money has been bequeathed in a will. As the tale unfolds, the instructions in the will become more and more complicated, and, in turn, this means that progressively more sophisticated techniques in linear programming need to be applied.

Abstract: Vincent, Jill; Pierce, Robyn; Bardini, Caroline Despite having passed the required level of secondary mathematics, many tertiary students struggle with first year tertiary mathematics. In recent years, university mathematics and statistics departments have been revising both curricula and pedagogy as well as providing extra support to help students through this transition (MacGillivray, 2008). In the study reported in this paper, we have analysed student work in order to track potential sources of students' difficulties. It seems that these difficulties may lie, not in new concepts, but in unsound foundations and in limited and inflexible structural understandings of mathematics established earlier in their experience of mathematics.

Abstract: Fitzherbert, John Jagadguru Shankaracharya Swami Bharati Krishna Tirtha (commonly abbreviated to Bharati Krishna) was a scholar who studied ancient Indian Veda texts and between 1911 and 1918 (vedicmaths.org, n.d.) and wrote a collection of 16 major rules and a number of minor rules which have collectively become known as the sutras of Vedic mathematics. The numbering of the sutras in this article has been adopted from Williams and Gaskell (2010) which matches the numbering from the online references.

Abstract: Turner, Paul; Thornton, Steve This article draws on some ideas explored during and after a writing workshop to develop classroom resources for the reSolve: Mathematics by Inquiry (www.resolve.edu.au) project. The project is well into its development phase, is funded by the Australian Government Department of Education and Training and conducted by the Australian Academy of Science in collaboration with the Australian Association of Mathematics Teachers. The project develops classroom and professional learning resources that will promote a spirit of inquiry in school mathematics from Foundation to year ten.

Abstract: Ferguson, Robert High school algebra and precalculus courses introduce students to the notion of a 'parent function' and a class of functions that can be derived from it through translation, compression, dilation, and reflection. The latter functions are referred to in this paper as 'generalised parent functions'. The parent function can be one of a broad variety of functions, e.g., trigonometric, exponential, logarithmic, polynomial, absolute value, etc.