Abstract
The fact that mathematics is a part of every pupil’s school curriculum is rarely questions — it is indeed difficult to find a country where mathematics is not a significant part of the curriculum. Yet we also know that in most countries many pupils continue to experience a great deal of difficulty with the subject. Mathematics educators the world over are continually searching for ways to improve this situation. “Maybe the pupils don’t enjoy it enough” it is said, so there are strategies to make mathematics more fun. Or “Maybe they don’t see the point of it enough”, so the search is on for more ‘relevance’. Research is continually directed at this problem, the possibilities and probabilities are weighed and assessed, and the debate goes on.
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Bishop, A.J. (1991). Mathematical Values in the Teaching Process. In: Bishop, A.J., Mellin-Olsen, S., Van Dormolen, J. (eds) Mathematical Knowledge: Its Growth Through Teaching. Mathematics Education Library, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-2195-0_10
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DOI: https://doi.org/10.1007/978-94-017-2195-0_10
Publisher Name: Springer, Dordrecht
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