Curriculum enrichment for calculus: Mentoring and professional learning in senior secondary mathematics

Christina Lang Lee, Christine Ormond

Abstract


To support the growth of science and mathematics in innovation and creative enterprises students need to be fully conversant with the power of calculus to solve problems, both existing and potential. This mathematical confidence is dependent on a deep understanding of the fundamental ideas of calculus, and our model examines best classroom practice for achieving this outcome.

We interrogate the efficacy of a professional learning community comprising fourth year pre-service teachers, expert senior schooling teachers and mathematics educators.

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