Interpreting the Mathematics Curriculum
To discuss these issues, this chapter considers some matters arising in four differing contexts. The first is a lesson which a mentor observed and the range of issues that arose from this brief seventy-minute 'snapshot' of a student's experience in the classroom. The second is a discussion of a particular curriculum topic: sines and cosines. The third considers the theme of mental calculation that can valuably pervade much classroom activity in mathematics and, finally, an example is given involving the use of a microcomputer in learning mathematics.