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The Australian Mathematics Teacher
| i am needed, by Scott, P. (AMT 2010) |
| Cactus, by Hyde, H.; Spencer, T. (AMT 2009) |
| The responses of one school to the 2008 Year 9 NAPLAN numeracy test, by Norton, S. (AMT 2009) |
| Discovery, by de Mestre, N. (AMT 2009) |
| Using NAPLAN items to develop students' thinking skills and build confidence, by Anderson, J. (AMT 2009) |
| Cracking the NAPLAN code: Numeracy in action, by Perso, T. (AMT 2009) |
| Crossing the divide between teacher professionalism and national testing in middle school mathematics, by Dimarco, S. (AMT 2009) |
| e-coli and other problems, by Schott, P. (AMT 2009) |
| Cactus, by Hyde, H. (AMT 2009) |
| Improving students' attitutes to chance with games and activities, by Nisbet, S.; Williams, A. (AMT 2009) |
| Two geo-arithmetic representations of n3: Sum of hex numbers, by Unal, H. (AMT 2009) |
| Discovery, by de Mestre, N. (AMT 2009) |
| Diversions, by Gough, J. (AMT 2009) |
| Number guessing, by Sezin, F. (AMT 2009) |
| Finding the area of a circle: Didactic explanations in school mathematics, by Stacey, K.; Vincent, J. (AMT 2009) |
| e: A matter of interest, by Scott, P. (AMT 2009) |
| Using tool-making to contextualise geometry: The super-size protractor, by Sheppard, I. (AMT 2009) |
| Cactus, by Hyde, H. (AMT 2009) |
| Discovery, by de Mestre, N. (AMT 2009) |
| Features of generalising tasks: Help or hurdle to expressing generality?, by Chua, B. (AMT 2009) |
| Finding the area of a trapezium: theme and variations, by Vincent, J.; Stacey, K. (AMT 2009) |
| Marina's fish shop: A mathematically- and technologically-rich lesson, by Wander, R.; Pierce, R. (AMT 2009) |
| e: How to multiply by adding, by Scott, P. (AMT 2009) |
| More about how to teach fractal geometry with music, by Padula, J. (AMT 2009) |
| Diversions, by Gough, J. (AMT 2009) |
