Varying the approach to A-level mathematics

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Abstract
Much debate about A-level mathematics centres on organisational, assessment and content issues, whilst another major focus of interest concerns the role of the microcomputer in the sixth form classroom. Many of these issues have been discussed at length in a recent article in the Gazette by Bibby [1], but he does also seek to draw attention to the rather limited success there has been in directing attention to the importance of “process” as well as “content” in A-level mathematics.

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