English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Making use of a phenomenological stance which first and foremost values the lived experience of learners, six tasks are used to illustrate what it might mean for a mathematical task to be deemed worthy of being offered to learners. These take the form of encounters with, and opportunities to develop, pervasive mathematical themes, use of mathematical powers and experience of mathematical concepts and topics. Comments about how worthwhile mathematical tasks can evolve centre around developing the propensity, the habit of mind to extend, vary and generalise for oneself. Mathematical thinking is sustained by developing this disposition.

Generating Worthwhile Mathematical Tasks in Order to Sustain and Develop Mathematical Thinking