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The Australian Mathematics Teacher
| Dividing fractions: a pedagogical technique, by Robert Lewis (AMT 2016) |
| Integrating literature into the teaching of mathematics, by Teodora Cox (AMT 2016) |
| Why the Golden Proportion really is golden, by Brendan Bentley (AMT 2016) |
| A pit-stop at the square shop isn't bad at all, by Fred Haggar, Senida Krcic (AMT 2016) |
| Opinion: Repsonse, by John Gough (AMT 2016) |
| Opinion: Musing along several lines, by Mary Coupland (AMT 2016) |
| Incorporating technology and cooperative learning to teach function transformation, by Burcak Boz, Evrim Erbilgin (AMT 2015) |
| Reversible reasoning and the working backwards problem solving strategy, by Ajay Ramful (AMT 2015) |
| Reflecting on classroom practice: Spatial reasoning and cimple coding, by Alessandra King (AMT 2015) |
| Putting thinking into middle and upper secondary mathematics, by Mark Jelinek (AMT 2015) |
| Discovery: Thirty-seven, by Neville de Mestre (AMT 2015) |
| Diversions, by John Gough (AMT 2015) |
| Opinion: Response, by John Gough (AMT 2015) |
| Opinion: Relevance, by Paul Turner (AMT 2015) |
| Teaching statistics with technology, by Theodosia Prodromou (AMT 2015) |
| Opinion: Who teaches middle school mathematics?, by Philip Clarkson (AMT 2015) |
| The trouble with zero, by Robert Lewis (AMT 2015) |
| Some ways to get a piece of Pi Day action, by Alice Richardson, Judith Ascione, Valerie Barker (AMT 2015) |
| Discovery: The pentagon, by Neville de Mestre (AMT 2015) |
| Expectation and variation with a virtual die, by Jane Watson, Lyn English (AMT 2015) |
| Classroom problem, by Maree Skillen (AMT 2015) |
| Opinion: Calculators; learning, not learning, by Barry Kissane (AMT 2015) |
| Opinion: Response, by John Gough (AMT 2015) |
| Resource review, by Pauline Carter (AMT 2015) |
