This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
This lively journal is produced five times per year and includes contributions from mathematics practitioners. It reflects the best of current thinking and practice. In addition to articles covering mathematics teaching, it provides practical advice on general teaching methods, information on the analysis of official reports and reviews of classroom based projects and surveys. It is aimed at teachers of secondary pupils, students in training and all those with a professional interest in mathematics education. (Teachers of primary pupils may also find this journal useful.) Regular features include Mathematical Resources, Book Reviews and the Correspondence Column. Mathematics in School is published by the Mathematical Association, an organization based out of the UK.
The "moving wall" represents the time period between the last issue
available in JSTOR and the most recently published issue of a journal.
Moving walls are generally represented in years. In rare instances, a
publisher has elected to have a "zero" moving wall, so their current
issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year
moving wall, articles from the year 2002 are available.
Terms Related to the Moving Wall
Fixed walls: Journals with no new volumes being added to the archive.
Absorbed: Journals that are combined with another title.
Complete: Journals that are no longer published or that have been
combined with another title.
Science & Mathematics,
Arts & Sciences VIII Collection,
Mathematics & Statistics Collection,
Corporate & For-Profit Access Initiative Collection
Read Online (Beta)
Read Online (Free) relies on page scans, which are not currently available to screen readers. To access this article, please contact JSTOR User Support. We'll provide a PDF copy for your screen reader.
Add to your shelf
Read this item online for free by registering for a MyJSTOR account.