Abstract
The ability to transfer mathematical knowledge to unfamiliar contexts and problems is a highly desirable outcome of mathematics education for both educational authorities and the world of commerce. In the USA,'the late 1970s increasing awareness of employer dissatisfaction with school leavers as well as general reports of adults' inability to transfer mathematics learned in school prompted a vocational shift towards the 'everyday' use of mathematics, particularly aimed at low attainers' (Boaler, 1993, p. 12). An examination of NSW syllabus documents reveals a similar trend. The aim of increasing the transfer of knowledge is sometimes given as a reason for the inclusion of a problem-solving focus within a mathematics syllabus.
| Original language | English |
|---|---|
| Number of pages | 6 |
| Journal | Reflections |
| Publication status | Published - 2006 |
Keywords
- mathematics
- education
- school leavers
- problem-solving