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The Option of Selecting Higher-level Mathematics Courses: Transitional Tensions |
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Editor(s): Roberta Hunter, Brenda Bicknell, Tim Burgess |
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Mathematics Education Research Group of Australasia (MERGA) |
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Palmerston North, New Zealand |
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| Abstract |
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Steady declines in the number of students taking higher-level mathematics courses have been evident across most States and Territories over the last decade. Rather than its potential for positive feedback, mathematics learning is perceived to be 'hard', repetitive and demanding of time. No wonder many students question their engagement. This paper draws on the perceptions of teachers and career professionals to focus on three important transitions that students make throughout schooling, and considers the influences on their decision-making. |
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Crossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, v.1, p. 363-370 |
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