ABSTRACT
The chapters leading up to this point have hopefully convinced you of the potential value of cross-curricular teaching and learning in mathematics, and demonstrated a range of ways in which cross-curricular practice might be brought into the mathematics classroom. However, before concluding it is important to recognise that cross-curricular activities do not offer an instant panacea for teachers; for such activities to work effectively they need to be chosen well and implemented appropriately. Cross-curricular opportunities can function as elements of good practice, but they do not automatically constitute good practice in and of themselves.
