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Validation of the Greek Version of the Colorado Learning Difficulties Questionnaire. [PDF]

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Mathematics for All

The Mathematics Teacher, 1942
This is a mathematical world. Everything we do seems related, in some way, to measurement. For a thousand years the world has been growing more and more rna thematical. For a thousand years measurement and computation has been playing an increasingly significant part in the lives of everyone. The tendency to become at once the creatures and the masters
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It's all just mathematics

Physics World, 2014
The world can be described using mathematical equations and numbers, but why does maths do it so well? In his new book Our Mathematical Universe, a section of which is abridged and edited here, Max Tegmark makes the radical proposal that our reality isn't just described by mathematics – it is mathematics.
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Mathematics by All

1994
The argument in this chapter is that mathematics, even before its professionalisation, has always been the domain of the select few. Attempts have been made, in recent times, to challenge the Eurocentric bias in mathematics and this has led to a greater appreciation of the mathematical contributions of different cultures.
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Mathematics and All That

Active Learning in Higher Education, 2001
Much is currently made of mathematics being a genericskill in higher education. What has not been establishedsystematically is what this means in terms of who teaches it. This opinionarticle draws on an attempt to find out who is teachingmathematics in one university.
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Is Mathematics for All?

2003
Mathematics for All began as a programme in the early 1980s when concerns about pupils’ access to mathematics education heightened due to the many issues surrounding the mathematics classroom and the mathematics student. The following chapter highlights these important issues by appropriately discussing the contexts within which these issues arise and ...
Peter Gates, Catherine P. Vistro-Yu
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Improving Mathematics for All Students

The School Review, 1971
There is no sign that this trend will diminish. Our society has not yet adapted to today's many new roles for mathematics. Expertise-indeed, even minimal competence-in mathematics is still considered the province of a select and somewhat unusual few. For too many people, the requirement that they be mathematically literate is another threatening aspect
Bell, Max S., Usiskin, Zalman
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