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The Australian Mathematics Teacher
| Quantitative literacy in the media: an arena for problem solving, by Watson, J.M. (AMT 2004) |
| The Swiss Event at the University of Canberra Maths Day, by Clark, D.; Brooks, M. (AMT 2004) |
| A Difficult Function, by Brown, J. (AMT 2004) |
| Classroom computer algebra: Some issues and approaches, by Arnold, S. (AMT 2004) |
| Creating tesselations with pavement chalk: Implementing best practices in mathematics, by Furner, J.M.; Goodman, B.; Meeks, S. (AMT 2004) |
| Credit Card Mathematics, by Wood, E. (AMT 2004) |
| Paul Erdšs, by Monroe, H.; Scott, P. (AMT 2004) |
| What is all this lifelong learning stuff?, by Perso, T. (AMT 2004) |
| Exploring Concepts in Probability Using Graphics Calculators, by Ghosh, J. (AMT 2004) |
| Exploring Mathematical Patterns Using Dynamic Geometry Software, by Shriki, A.; Lavy, I. (AMT 2004) |
| Mathematical Gossip: Relevance and Context in the Mathematics Classroom, by Callingham, R. (AMT 2004) |
| Simple Strategies for Dealing with Data, by Chick, H. (AMT 2004) |
| Sparking Interest in Trigonometry, by Quinlan, C. (AMT 2004) |
| Early Concepts of Number and Counting, by Box, K.; Scott, P. (AMT 2004) |
| Formal Definitions in Mathematics, by Shield, M. (AMT 2004) |
| Fractions and Decimals, by Pagni, D. (AMT 2004) |
| ICMI Study 16, by Taylor, P. (AMT 2004) |
| Pentimals, or why 10 is a better base than 5, by White, P. (AMT 2004) |
| Why does 0.999É=1? A perennial question and number sense, by Beswick, K. (AMT 2004) |
| Comparing the games we play in the classroom, by Flewelling, G. (AMT 2005) |
| John Napier, by Bryant, K.; Scott, P. (AMT 2005) |
| Library Planning and Design: Lessons in Mathematics, by Fitzallen, N. (AMT 2005) |
| Teaching Mathematics in the Middle Years: Is Middle Schooling Necessary?, by Perso, T. (AMT 2005) |
| The Pyramid Collection, by Neville, G. (AMT 2005) |
| Using Technology to Introduce LInear Equation Solving at Year 9, by Mulvogue, K. (AMT 2005) |
