Thesis--Cornell University, 1915. / Copy produced by spirit duplicating. No statement of degree or course found in thesis.

Digitized by Kansas State University Libraries

Thèse de doctorat : Sciences naturelles : Faculté des sciences de Paris : 1853. / Titre provenant de l'écran-titre. Références bibliogr.

Thesis (Ph. D.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 172-202).

Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1981. / Typescript. Available on microfilm from University Microfilms. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 233-241).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Includes bibliographical references (p. 116-123).

Thesis (Ph. D.)--University of Chicago, 1903. / Plates printed on both sides. Reprinted from the American journal of anatomy, v. 3, no. 2, p. [89]-146. Bibliography: p. 53-56.

Thesis--M.A., University of Hong Kong. / Mimeographed.

This paper presents findings from a pilot study that investigated the extent to which teachers make connections between mathematical concepts and concepts from other disciplines. Data from concept maps and interviews were collected. The analysis revealed that the kinds of connections teachers made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some teachers, though desirable, it may not be feasible to require them to make connections with disciplines that are not within their areas of specialisation. This presents tensions for learners learning mathematics in classrooms where opportunities for making connections between mathematics and other learning areas are available but are neither taken up nor appropriately used by teachers.

This paper presents findings from a pilot study that investigated the extent to which teachers make connections between mathematical concepts and concepts from other disciplines. Data from concept maps and interviews were collected. The analysis revealed that the kinds of connections teachers made are closely tied to teachers’ disciplines of specialisation. The findings suggest that for some teachers, though desirable, it may not be feasible to require them to make connections with disciplines that are not within their areas of specialisation. This presents tensions for learners learning mathematics in classrooms where opportunities for making connections between mathematics and other learning areas are available but are neither taken up nor appropriately used by teachers.