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Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5846
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dc.contributor.authorMcPhan, Gregoryen
dc.contributor.authorPegg, Johnen
local.source.editorEditor(s): Roberta Hunter, Brenda Bicknell, Tim Burgessen
dc.date.accessioned2010-05-12T17:41:00Z-
dc.date.issued2009-
dc.identifier.citationCrossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia, v.1, p. 363-370en
dc.identifier.isbn9781920846206en
dc.identifier.isbn1920846204en
dc.identifier.urihttps://hdl.handle.net/1959.11/5846-
dc.description.abstractSteady 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.en
dc.languageenen
dc.publisherMathematics Education Research Group of Australasia (MERGA)en
dc.relation.ispartofCrossing divides: Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasiaen
dc.titleThe Option of Selecting Higher-level Mathematics Courses: Transitional Tensionsen
dc.typeConference Publicationen
dc.relation.conferenceMERGA 32: 32nd Annual Conference of the Mathematics Education Research Group of Australasiaen
dc.subject.keywordsMathematics and Numeracy Curriculum and Pedagogyen
dc.subject.keywordsSecondary Educationen
local.contributor.firstnameGregoryen
local.contributor.firstnameJohnen
local.subject.for2008130208 Mathematics and Numeracy Curriculum and Pedagogyen
local.subject.for2008130106 Secondary Educationen
local.subject.seo2008930103 Learner Developmenten
local.subject.seo2008930201 Pedagogyen
local.subject.seo2008930402 School/Institution Community and Environmenten
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailgmcphan2@une.edu.auen
local.profile.emailjpegg@une.edu.auen
local.output.categoryE1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20100426-142845en
local.date.conference5th - 9th July, 2009en
local.conference.placeAuckland, New Zealanden
local.publisher.placePalmerston North, New Zealanden
local.format.startpage363en
local.format.endpage370en
local.peerreviewedYesen
local.identifier.volume1en
local.title.subtitleTransitional Tensionsen
local.contributor.lastnameMcPhanen
local.contributor.lastnamePeggen
dc.identifier.staffune-id:gmcphan2en
dc.identifier.staffune-id:jpeggen
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:5988en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleThe Option of Selecting Higher-level Mathematics Coursesen
local.output.categorydescriptionE1 Refereed Scholarly Conference Publicationen
local.relation.urlhttp://www.merga.net.au/node/38?year=2009en
local.relation.urlhttp://www.merga.net.au/documents/McPhan_RP09.pdfen
local.relation.urlhttp://trove.nla.gov.au/work/37018461en
local.conference.detailsMERGA 32: 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Auckland, New Zealand, 5th - 9th July, 2009en
local.search.authorMcPhan, Gregoryen
local.search.authorPegg, Johnen
local.uneassociationUnknownen
local.year.published2009en
local.date.start2009-07-05-
local.date.end2009-07-09-
Appears in Collections:Conference Publication
School of Education
The National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR)
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