How Long to Read Making the Difference

How Long Does it Take to Read Making the Difference?

It takes the average reader 9 hours and 43 minutes to read Making the Difference by John M. Truran

Assuming a reading speed of 250 words per minute. Learn more

Description

Papers from the 22nd Annual Conference of the Mathematics Education Research Group of Australasia Incorporated include the following: (1) "Making Sense of Primary Mathematics" (Gillian M. Boulton-Lewis); (2) "Seeking a Rationale for Particular Classroom Tasks and Activity" (Peter Sullivan); (3) "Research in Mathematics Education in Australia: What it Was--What it Is--What it Might Be" (J.P. Keeves); (4) "Successful Percent Problem Solving for Year 8 Students Using the Proportional Number Line Method" (Shelley Dole); (5) "Cumulative and Exploratory Talk in a Collaborative Learning Classroom" (Mary Barnes); (6) "A Case Study of Teacher Endorsement of an Integrated Learning System" (Annette R. Baturo, Campbell J. McRobbie, Tom J. Cooper, and Gillian C. Kidman); (7) "Enactivism and Mathematics Education" (Andy Begg); (8) "The Writing of Explanations and Justifications in Mathematics: Differences and Dilemmas" (Brenda Bicknell); (9) "The Mathematical Achievement of Children in the Count Me In Too Program" (Janette Bobis and Peter Gould); (10) "Mathematics, ICT and Effective Teaching" (Rod Bramald and Steve Higgins); (11) "Mathematics Teachers and the VCE: Broadening the Educational Landscape" (Christine Brew, Gilah Leder, and Glen Rowley); (12) "An Exploration of Gender Differences in Subject Choice and Belief among Year 12 Students" (Peter C. Brinkworth); (13) "Speaking with Authority in Episodes of Mathematical Discourse" (Raymond A.J. Brown and Peter Renshaw); (14) "Do Games Help the Learning of Probability?" (Tim Burgess); (15) "Invented Algorithms: Teachers Face the Challenge" (Anne Buzeika); (16) "Developing Performance Assessment Tasks in Mathematics: A Case Study" (Rosemary A. Callingham); (17) "Children's Informal Composite and Truncated Partitioning Strategies" (Kathy Charles and Rod Nason); (18) "Jumping to Conclusions: Data Interpretation by Young Adults" (Helen L. Chick); (19) "Conceptual Modelling of Functions by an Experienced Teacher" (Mohan Chinnappan and Mike Thomas); (20) "The Use of Concept Mapping Procedure to Characterize Teachers' Mathematical Content Knowledge" (Mohan Chinnappan, Michael Lawson, and Rod Nason); (21) "Equals, Expressions, Equations, and the Meaning of Variable: A Teaching Experiment" (Tom J. Cooper, Anne M. Williams, and Annette R. Baturo); (22) "Assessing Diagram Quality: Making a Difference to Representation" (Carmel M. Diezmann); (23) "Enhanced Mathematics Learning: Does Technology Make a Difference?" (Katherine Dix); (24) "Of Course I Can['t] Do Mathematics: Ethnicity and the Stereotyping of Mathematics" (Helen J. Forgasz, Gilah C. Leder, and Tasos Barkatsas); (25) "Student Participation: Phenomenon and Analysis" (Patricia A. Forster); (26) "A Tale of Two Cities: When Mathematics, Computers, and Students Meet" (Peter Galbraith, Chris Haines, and Mike Pemberton); (27) "Technology, Mathematics, and People: Interactions in a Community of Practice" (Peter Galbraith, Peter Renshaw, Merrilyn Goos, and Vince Geiger); (28) "Teachers Exploring Numeracy Learning and Teaching in the Early Years of Schooling" (Ann Gervasoni); (29) "Understanding Mathematical Text through Peer Explanations" (Merrilyn Goos); (30) "Emerging Themes in Statistics Education" (Sharon Gunn); (31) "Mental Addition and Subtraction Strategies: Two Case Studies" (Ann Heirdsfield); (32) "The Development of a Framework of Growth Points to Monitor Students' Comprehension of Algebra in Grades 7-9" (Marj Horne); (33) "Influences on Secondary Mathematics Curriculum in Victoria" (John Horwood); (34) "Deaf Students Solving of Arithmetic Word Problems" (Merv Hyde, Des Power, and Robyn Zevenbergen); (35) "Mathematical Knowledge in a Mathematics Teaching Episode" (Clive Kanes); (36) "Learning Styles in Secondary Mathematics Classrooms" (Stephen Keast); (37) "Grade 4, 6 and 8 Students' Strategies in Area Measurement" (Gillian C. Kidman); (38) "Agency/Numeracy: A Poststructuralist Analysis of the Relationship between Classroom Mathematics and Numeracy in New Times" (Mary Klein); (39) "Assessment of Students' Understanding in Geometry: The Difficulties in Writing Good Questions" (Christine Lawrie and John Pegg); (40) "Extended Common Assessment Tasks in VCE Mathematics: Validity, Reliability and other Issues" (David Leigh-Lancaster and Ken Rowe); (41) "Free Problem-Posing: Year 3/4 Students Constructing Problems for Friends to Solve" (Tom Lowrie); (42) "Children's Generated Word Problems: A Case Study" (K.J. Maguire); (43) "The Learning Networks of Isolated Teachers: The Use of Audiographics Communication Technology to Build a Virtual Mathematics Department" (H. Elaine Mayo and Kevin Hannah); (44) "An Analysis of the Teacher's Proactive Role in Supporting the Development of Symbolizations" (Kay McClain and Paul Cobb); (45) "Learning Calculus with Supercalculators" (Barry McCrae, Gary Asp, and Margaret Kendal); (46) "Teacher Mediation of Student Constructions of Algebra Knowledge" (Brenda Menzel and David Clarke); (47) "How to Teach Generalisations in Mathematics?" (Michael Mitchelmore); (48) "The Conjunction Fallacy and Longitudinal Development of Chance Expression" (Jonathan B. Moritz and Jane M. Watson); (49) "Perceptions of Mathematical Understanding" (Judith A. Mousley); (50) "Graphics Calculators in the Public Examination of Calculus: Misuses and Misconceptions" (Ute Mueller and Patricia A. Forster); (51) "Secondary Mathematics Teachers' Responses to Computers and Their Beliefs about the Role of Computers in Their Teaching" (Stephen Norton); (52) "Visual Representations in First Year Statistics" (Lynne Outhred and Pamela F. Shaw); (53) "An Analysis of Year 12 Students' Performances on Basic Algebra Questions" (John Pegg and Robyn Hadfield); (54) "Some Language Issues in the Assessment of Secondary Mathematics" (Bob Perry, Peter Howard, and Brian Miller); (55) "Computer Algebra Systems Facilitate Positive Learning Strategies" (Robyn Pierce); (56) "The Conflict between Teachers' Beliefs and Classroom Practices" (Mal Shield); (57) "Understanding Decimals: The Path to Expertise" (Kaye Stacey and Vicki Steinle); (58) "Accessibility of Applications Tasks" (Gloria Stillman); (59) "Choices of Computational Strategies" (Paul Swan and Jack Bana); (60) "Reducing the Incidence of Mathematical Misconceptions in 'Middle Band' Students" (Philip Swedosh); (61) "Children's Understanding of the Number System" (Noel Thomas and Joanne Mulligan); (62) "Differences between the Sexes in Mathematics Achievement in Australia" (Tilahun Mengesha Afrassa and J.P. Keeves); (63) "The Cross-Cultural Perspective of Teachers' Beliefs and Their Influence on Teaching Practices: A Case Study of Two Teachers Teaching Secondary Mathematics in Australia and Indonesia" (Theresia Tirta Gondoseputro); (64) "Graphics Calculators in Victorian Secondary Schools: Teacher Perceptions of Use" (Patrick Tobin, Alla Routitsky, and Peter Jones); (65) "Cabri Geometry: A Catalyst for Growth in Geometric Understanding" (Jill Vincent and Barry McCrae); (66) "The Relationship between the Purported Use of Assessment Techniques and Beliefs about the Uses of Assessment" (Elizabeth Warren and Steven Nisbet); (67) "Longitudinal Understanding of Conditional Probability by School Students" (Jane M. Watson and Jonathan B. Moritz); (68) "Mathematics: More Time, More Ticks!" (Martin Watts, Sue Miller, and Leo Crameri); (69) "Teacher Action Theories and the Use of Group Work in Upper Primary Mathematics Classrooms" (Allan White); (70) "Exploring Diversity: Year 2 Students' Responses to Questions Concerning Simple 2D Shapes" (Jacquelyn Whitland and John Pegg); (71) "Novice Students' Conceptual Knowledge of Statistical Hypothesis Testing" (Anne M. Williams); and (72) "Students' Optimism, Pessimism and Achievement in Mathematics: A Longitudinal Study" (Shirley M. Yates). (ASK)

How long is Making the Difference?

Making the Difference by John M. Truran is 581 pages long, and a total of 145,831 words.

This makes it 196% the length of the average book. It also has 178% more words than the average book.

How Long Does it Take to Read Making the Difference Aloud?

The average oral reading speed is 183 words per minute. This means it takes 13 hours and 16 minutes to read Making the Difference aloud.

What Reading Level is Making the Difference?

Making the Difference is suitable for students ages 12 and up.

Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.

When deciding what to show young students always use your best judgement and consult a professional.

Where Can I Buy Making the Difference?

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