Abstract
There is little current use of more exploratory approaches to the teaching and learning of advanced mathematics. This article describes a simple exploratory teaching model, and reports the findings of a small-scale action-research project to implement and evaluate it. There are discussions of student perceptions and attitudes, and of student attainment. The principal findings are that there was no underachievement under the exploratory approach, and that student preferences for routinised mathematical activity and directed teaching style were strongly associated.
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