Cambridge Preliminary Mathematics General
Cambridge Preliminary Mathematics General

Author: Greg Powers

Publisher: Cambridge University Press

Published: 2012-12-21

Total Pages: 513

ISBN-13: 110762729X

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Cambridge preliminary mathematics general second edition has been completely revised for the stage 6 mathematics general syllabus implement from 2013, to prepare you for the HSC general 1 or general 2 course.

Cambridge Preliminary General Mathematics
Cambridge Preliminary General Mathematics

Author: Greg Powers

Publisher:

Published: 2009

Total Pages: 502

ISBN-13: 9780521732611

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Cambridge Preliminary General Mathematics is an all-new textbook and student CD-ROM for the NSW Stage 6 Preliminary syllabus. The Preliminary course topics are introduced in a logical sequence, divided into manageable sections that make sense to both students and teachers. Designed to cater for students with a wide range of ability, this full-colour student-friendly text provides a solid foundation for the HSC for every student. A student CD-ROM is included with the text with an electronic version of the book and interactive spreadsheet activities. Teacher support material is also available on the Cambridge Preliminary General Mathematics Teacher CD-ROM and through our Technology in Maths Website which hosts interactive examples, activities for a variety of calculators, and maths programs: www.technologyinmaths.com.au.

National Subcommissions of ICMI and their Role in the Reform of Mathematics Education
National Subcommissions of ICMI and their Role in the Reform of Mathematics Education

Author: Alexander Karp

Publisher: Springer

Published: 2019-05-09

Total Pages: 247

ISBN-13: 3030148653

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ICMI (or IMUK) was founded in 1908 and initiated the establishment of national subcommissions to launch national activities in response to the IMUK agenda and to promote the reform proposals within each member country.While ICMI’s activities were thoroughly studied, the activities of the national subcommissions are studied only very marginally. In the meantime, their work has been of major importance – both because of their role in exploring and documenting the development of mathematics education at the beginning of the 20th century, and because of the changes and new ideas which they brought to their countries. Importantly, even if some results of their activities were analyzed within their countries in the corresponding languages, almost nothing is known internationally. This book is planned to deepen our knowledge on at least some of the national subcommissions. The book will interest both researchers and others interested in mathematics education and its development.