Associate Professor of Mathematics and Director

of STEM Tertiary Education Centre (STEM-TEC)

Phone: +64-9-921 9999 ext.8431

Email: sergiy.klymchuk@aut.ac.nz

Physical Address:Level 1, AUT Tower

2 – 14 Wakefield St

Auckland 1010

Links to relevant web pages:

www.stemtec.aut.ac.nz

- PhD (Mathematics), Odessa National University, Ukraine, 1988
- MSc (Mathematics), Odessa National University, Ukraine, 1980

- Co-Chief Editor of the international journal
*Mathematics Teaching-Research Journal Online*published in the USA – since 2015 - Associate Editor of the international journal
*Teaching Mathematics and its Applications*published by the Oxford University Press – since 2012 - Fellow of the Institute of Mathematics and Its Applications (IMA) – since 2011
- Member of the European Society for Engineering Education Mathematics Working Group (SEFI MWG) – since 2008
- Member of the Royal Society of New Zealand (RSNZ) – since 2006
- Member of the International Group on Psychology in Mathematics Education (PME), an affiliated group of the International Commission on Mathematical Instruction (ICMI) of the International Mathematical Union (IMU) – since 2001
- Member of the International Group on Improvements in Mathematics Education (CIEAEM), an affiliated group of the International Commission on Mathematical Instruction (ICMI) of the International Mathematical Union (IMU) – since 1999
- Member of the New Zealand Mathematical Society (NZMS) – since 1998
- Member of the International Community of Teachers of Mathematical Modelling and Applications (ICTMA), an affiliated group of the International Commission on Mathematical Instruction (ICMI) of the International Mathematical Union (IMU) – since 1997

I have been teaching university mathematics since 1980 in different countries: Ukraine (my home country), Germany (as a visiting Associate Professor) and New Zealand (the University of Waikato and Auckland University of Technology - AUT). Since 2000 I have been working at AUT. My PhD (1988) was in differential equations and recent research interests are in mathematics education. I am the author/co-author of more than 200 publications including the *Counterexamples in Calculus* book that received an Outstanding Academic Title Award from the *Choice* magazine of the American Library Association in 2010; *Paradoxes and Sophisms in Calculus* book that made the cover of the 2014 Publications Catalogue of the Mathematical Association of America; and the internationally acclaimed book on popular mathematics *Money Puzzles: On Critical Thinking and Financial Literacy* that has been published in 9 countries. I am a Fellow of the Institute of Mathematics and its Applications (IMA) based in the UK, a member of the Royal Society of New Zealand (RSNZ) and several international organisations on mathematics education. I was a Visiting Associate Professor of the German Academic Exchange Service (DAAD) at Wismar University, Germany in 2006-2008. I have been living in New Zealand since 1996.

- Mathematical Modelling (postgraduate course)
- Critical Mathematics Education (professional development block course for school mathematics teachers)
- Differential Equations (year 2 undergraduate course)
- Engineering Mathematics-2 (year 2 undergraduate course)
- Multivariate Calculus (year 2 undergraduate course)

- Peter Maclaren (PhD) on the topic "Pen-enabled teaching and learning - enhancing the student experience in STEM disciplines in a tertiary environment" 2013-2018 (primary) - completed
- Kerry Spooner (PhD) on the topic "Analysing university students' difficulties in formulating mathematical models" 2014- (primary)
- Mohammad Khalili (PhD) on the topic “The effects of meaningful gamification on the motivation and engagement levels of higher education students” 2017- (secondary)
- Naïf Saeed F Aldhahri (Masters) on the topic "Investigating the ways of how e-learning enhances teaching and learning of computer science in Saudi Arabia" 2014-2016 (primary) - completed

**Current Research: Mathematics Education**

- using counterexamples to enhance students’ understanding of undergraduate mathematics
- effective teaching of mathematical modelling and applications to undergraduate students
- analysing the transition from secondary to university education in mathematics
- investigating the influence of attention on mathematical knowledge and assessment
- enhancing students’ creativity and generic thinking skills through solving non-routine problems

- Differential inclusions and their applications in optimal control theory

Klymchuk, S., & Staples, S. (2013).

Retrieved from

http://www.maa.org/publications/books/paradoxes-and-sophisms-in-calculus

Ivanov, O., & Klymchuk, S. (2013).

http://biblio.mccme.ru/node/2886

Klymchuk, S. (2013).

Klymchuk, S. (2012).

Klymchuk, S. (2011).

Klymchuk, S. (2010).

Retrieved from

http://www.maa.org/publications/books/counterexamples-in-calculus

Mason, J., & Klymchuk, S. (2009).

Retrieved from

https://www.worldscibooks.com/mathematics/p627.html

Klymchuk, S. (2008).

Retrieved from

http://www.gandhi.com.mx/index.cfm/id/Producto/dept/libros/pid/332231

Klymchuk, S. (2007).

Retrieved from

http://www.abebooks.co.uk/Money-Puzzles-Fun-Finance-Klymchuk-Sergiy/9797973132/bd

Gruenwald, N., Buckeridge, J., Gulyaev, S., & Klymchuk, S. (2007). S

Klymchuk, S. (2006).

Buckeridge, J., Gulyaev, S., & Klymchuk, S. (2006).

Retrieved from

http://www.amazon.ca/Science-puzzles-Korean-JOHN-BUCKERIDGE/dp/8987799565

Gruenwald, N., Buckeridge, J., Gulyaev, S., & Klymchuk, S. (2006).

Klymchuk, S. (2005).

Retrieved from

http://www.wheelersbooks.com.au/books/9781575289779-money-puzzles-sink-back-and-solve-away/

Gruenwald, N., & Klymchuk, S. (2005).

Klymchuk, S. (2005).

Retrieved from

http://www.wheelersbooks.com.au/books/9780473105501-paradoxes-and-sophisms-in-calculus/

Buckeridge, J., Gulyaev, S., & Klymchuk, S. (2005).

Retrieved from

http://www.amazon.com/Shape-Puzzles-John-Buckeridge/dp/9812611916

Klymchuk, S. (2004).

Retrieved from

http://www.worldcat.org/title/counter-examples-in-calculus/oclc/70050457?referer=di&ht=edition

Klymchuk, S. (2004).

.Buckeridge, J., Gulyaev, S., & Klymchuk, S. (2004).

Klymchuk, S. (2017). Puzzle-based learning in engineering mathematics: students’ attitudes.

http://dx.doi.org/10.1080/0020739X.2017.1327088

Klymchuk, S., Jovanoski, Z. (2017). Making assumptions in a ballistics model: Students’ perspectives.

https://doi.org/10.1093/teamat/hrx012

Maclaren, P., Wilson, D., & Klymchuk, S. (2017). I see what you are doing: Student views on lecturer use of Tablet PCs in the engineering mathematics classroom.

https://doi.org/10.14742/ajet.3257

Maclaren, P., Wilson, D., & Klymchuk, S. (2017). Making the point: the place of gesture and annotation in teaching STEM subjects using pen-enabled Tablet PCs.

https://doi.org/10.1093/teamat/hrx002

Klymchuk, S., Jovanoski, Z. (2016). Analysing university students' abilities in making assumptions in a ballisticsmodel: A case study.

Retrieved from

http://www.hostos.cuny.edu/mtrj/archives/volume8/issue12/volume8issue12full.pdf

Klymchuk, S. (2015). Provocative mathematics questions: Drawing attention to a lack of attention.

Retrieved from

http://teamat.oxfordjournals.org/content/34/2/63.full.pdf+html

doi:10.1093/teamat/hru022

Klymchuk, S. (2015). Solving application problems using mathematical modelling g diagrams.

Retrieved from

http://www.hostos.cuny.edu/MTRJ/archives/volume7/issue3/volume7issue3full.pdf

Klymchuk, S., & Zverkova, T. (2015). Using common sense in a mathematical modelling task.

http://www.hostos.cuny.edu/MTRJ/archives/volume7/issue3/volume7issue3full.pdf

Klymchuk, S. (2014). Experience with using counterexamples in an introductory calculus class.

doi:10.1080/0020739X.2014.920533

Klymchuk, S., & Cheng, C. C. (2013). The role of attention in assessment.

Retrieved from

http://www.hostos.cuny.edu/MTRJ/archives/volume6/issue3/volume6issue3full.pdf

Klymchuk, S., Plotnikov, A., & Skripnik, N. (2012). Overview of V.A. Plotnikov’s research on averaging of differential inclusions.

doi:10.1016/j.physd.2011.05.004

Klymchuk, S., & Kachapova, F. (2012). Paradoxes and counterexamples in teaching and learning of probability at university.

Thomas, M. O. J., & Klymchuk, S. (2012). The school-tertiary interface in mathematics: Teaching style and assessment practice.

doi:10.1007/s13394-012-0051-6

Klymchuk, S. (2012). Using counter-examples in teaching and learning of calculus: Students’ attitudes and performance.

Retrieved from

http://www.hostos.cuny.edu/MTRJ/archives/volume5/volume5issue4full.pdf

Klymchuk, S., & Thomas, M. O. J. (2011). The influence of attention on mathematical knowledge of teachers and lecturers: A comparison.

Klymchuk, S., Gruenwald, N., & Jovanoski, Z. (2011). University lecturers’ views on the transition from secondary to tertiary education in mathematics: An international survey.

http://www.hostos.cuny.edu/MTRJ/archives/volume5/volume5issue1full.pdf

Klymchuk, S., Kachapova, F., Schott, D., Sauerbier, G., & Kachapov, I. (2011). Using paradoxes and counterexamples in teaching probability: A parallel study.

Retrieved from

http://www.hostos.cuny.edu/MTRJ/archives/volume5/volume5issue1full.pdf

Gruenwald, N., Sauerbier, G., Narayanan, A., Klymchuk, S., & Zverkova, T. (2010). Applications in unusual contexts in engineering mathematics: Students' attitudes.

Retrieved from

http://www.hostos.cuny.edu/MTRJ/archives/volume4/volume4issue1full.pdf

Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2010). University students' difficulties in solving application problems in calculus: Student perspectives.

Hong, Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M., & Watson, P. (2009). A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education.

Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2008). Increasing engineering students’ awareness to environment through innovative teaching of mathematical modelling.

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2008). Teaching non-traditional applications in engineering mathematics: A case study.

Retrieved from

http://www.hostos.cuny.edu/mtrj/archives/volume2/issue2/volume2issue2full.pdf

Kachapova, F., Black, M., Klymchuk, S., & Kachapov, I. (2007). Counter-examples and paradoxes in teaching mathematical statistics: A case study.

Retrieved from

http://www.hostos.cuny.edu/mtrj/archives/volume2/issue1/volume2issue1full.pdf

Black, M., Kachapova, F., Klymchuk, S., & Kachapov, I. (2007). Probability counter-examples and paradoxes as a teaching strategy.

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2007). Unusual applications in engineering mathematics: Students' attitudes.

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2006). Bestand und Nachhaltigkeit in der Mathematischen Modellierung für Ingenieurstudenten (Survival and sustainability issues in mathematical modelling for engineering students.

Retrieved from

http://www.wiete.com.au/journals/GJEE/Publish/Vol.10,No.3/Klymchuk.pdf

Gruenwald, N., & Klymchuk, S. (2006). Counter-examples in mathematics.

Klymchuk, S. (2005). Averaging of differential relations of belongingness with unbounded right-hand sides.

doi:10.1007/BF01060323

Klymchuk, S. (2005). Counter-examples in teaching/learning of calculus: students' performance.

Retrieved from

http://www.lettredelapreuve.it/OldPreuve/Newsletter/06Hiver/Klymchuk-NZMM.pdf

Klymchuk, S. (2005). Counter-examples in teaching/learning of calculus: Students’ performance.

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2005). Mathematische Modelle der Ökologie im ersten Studienjahr Ingenieurmathematik (Mathematical models of ecology in first-year engineering mathematics).

Retrieved from

http://www.wiete.com.au/journals/GJEE/Publish/vol9no3/Gruenwald+.pdf

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2005). Using mathematical models of ecology in teaching first-year engineering mathematics.

Gruenwald, N., Kossow, A., Sauerbier, G., & Klymchuk, S. (2004). Der Ubergang von der Schul-zur Hochschulmathematik - Erfahrungen aus internationaler und deutscher Sicht (Transition from school to university mathematics: International and German perspectives).

Retrieved from

http://www.wiete.com.au/journals/GJEE/Publish/vol8no3/Gruenwald+.pdf

Gruenwald, N., Klymchuk, S., & Jovanoski, Z. (2004). Reducing the gap between the school and university mathematics: University lecturers' perspective.

Klymchuk, S., & Zverkova, T. (2004). Role of mathematical modelling and applications in university service courses: An across-countries study.

Refereed papers in international conference proceedings

Klymchuk, S. & Spooner, K. (2017). Application problems vs pure mathematics questions: Students’ perspectives. In Online proceedings of the international conference Mathematics Education beyond 16:

Retrieved from

https://ima.org.uk/2996/mathematics-education-beyond-16-pathways-transitions/

Evans, T., Klymchuk, S. & Thomas, M. (2017). Creative thinking skills as a learning outcome for tertiary STEM students: Researching the impact of the regular use of non-routine problem solving as a pedagogical strategy. In E. Heinrich, C. Mariskind, & I. Fuller (Eds.),

http://www.herdsa.org.nz/ternz/2017/pdfs/TERNZ_2017_Proceedings.pdf

Klymchuk, S. (2016). Enhancing General Thinking Skills through Puzzles, Paradoxes and Sophisms: Engineering Students’ Perspectives. In

Retrieved from

http://www.esri.mmu.ac.uk/mect3/papers-list.php

Klymchuk, S., Maclaren, P., & Wilson, D. (2015). Lecturers’ attitudes towards integrating pen-enabled tablet PCs in teaching engineering mathematics. In S. Carreira, & N. Amado (Eds.),

Retrieved from

http://hdl.handle.net/10400.1/6081

Klymchuk, S., & Zverkova, T. (2013). The role of attention in the praxis of knowledge of school mathematics teachers.

Retrieved from (reference code: harmony)

http://www.esri.mmu.ac.uk/mect2/papers.php

Klymchuk, S., & Cheng, C. (2013). The impact of attention on assessment. In M. Inprasitha (Ed.), Innovations and Exemplary Practices in Mathematics Education,

Apenteng, O., Narayanan, A., & Klymchuk, S. (2013). The use of cellular automata for modelling (SIR)N diseases with migratory reinfection. In F. Yama (Ed.),

doi:10.1115/1.860182_ch10

Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2012). University students’ difficulties in solving application problems in calculus: Students’ perspectives. In G. Rodriguez (Ed.),

Klymchuk, S., & Zverkova, T. (2012). Using counterexamples in teaching & learning of calculus. In

Retrieved from

https://docs.google.com/file/d/0B7H9DyVUr48lTVNiRk5zZ1lhQ00/edit?pli=1

Klymchuk, S., Gruenwald, N., & Jovanoski, Z. (2011). University lecturers’ views on the transition from secondary to tertiary education in mathematics: An international survey. In J. Hannah, & M. Thomas (Eds.), P

Sauerbier, G., Narayanan, A., Gruenwald, N., Klymchuk, S., & Zverkova, T. (2010). Teaching non-traditional applications to engineering students. In A. Araujo, A. Fernandes, A. Azevedo, & J. F. Rodrigues (Eds.),

Gruenwald, N., Sauerbier, G., Narayanan, A., Klymchuk, S., & Zverkova, T. (2010). Teaching unusual applications in engineering mathematics: Students' attitudes. In D. Schott (Ed.),

Hong, Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M., & Watson, P. (2009). Modelling the transition from secondary to tertiary mathematics education. In L. Paditz, & A. Rogerson (Eds.),

Klymchuk, S., & Thomas, M. (2009). Teachers' mathematical knowledge: Influence of attention. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.),

Hong, Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., Thomas, M., & Watson, P. (2009). Teachers' perspectives on the transition from secondary to tertiary mathematics education. In H. Bicknell, & Burgess (Eds.),

Klymchuk, S., & Mays, M. (2008). Current problems and challenges in non-university tertiary mathematics education. In M. Niss (Ed.),

Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2008). Increasing engineering students' awareness to environmental issues through innovative teaching of mathematical modelling. In B. Alpers (Ed.),

Gruenwald, N., Sauerbier, G., Klymchuk, S., & Zverkova, T. (2008). Mission 2 Mars und andere Projekte in einem extracurricularen Kurs f¨ur Ingenieurstudenten (Mission to Mars and other projects in an extra-curriculum course for engineering students). In D. Schott (Ed.),

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2008). Teaching business applications to future engineers. In

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2007). A novel approach to teach mathematical modelling to engineering students: A case study. In J. Szendrei (Ed.),

Klymchuk, S., & Gruenwald, N. (2006). Counter-examples in calculus as a pedagogical strategy. In D. Hughes Hallett, I. Vakalis, H. Arikan, & D. Quinney (Eds.),

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2006). Mathematische Modellierung fur Ingenierurstudenten im Interdisziplinaren Kontext (Teaching mathematical modelling in a multidisciplinary context). In D. Schott (Ed.),

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2006). Teaching mathematical modelling of survival and sustainability to engineering students. In Z. Pudlovski (Ed.),

Klymchuk, S., Zverkova, T., Gruenwald, N., & Sauerbier, G. (2005). Mathematische Modelle der Ökologie für Ingenieurstudenten (Mathematical models of ecology for engineering students). In D. Schott (Ed.),

Klymchuk, S., Thomas, M., Gulyaev, S., & Evans, T. (2017).

Retrieved from

https://akoaotearoa.ac.nz/enhancing-generic-thinking-skills-of-tertiary-stem-students-through-puzzle-based-learning?mc_cid=c098b984bd&mc_eid=eb3b2f243a

Klymchuk, S., Narayanan, A., Gruenwald, N., Sauerbier, G., & Zverkova, T. (2011). Modelling of infectious disease with biomathematics: Implications for teaching and research. In G. Kaiser, W. Blum, R. B. Ferri, & G. Stillman (Eds.),

Thomas, M., Klymchuk, S., Hong, Y., Kerr, S., McHardy, J., Murphy, P., Spencer, S., & Watson, P. (2010).

Retrieved from

http://www.tlri.org.nz/sites/default/files/projects/9262SummaryReport.pdf

Klymchuk, S. (2009). Using counter-examples to enhance learners' understanding of undergraduate mathematics. In

Retrieved from

http://akoaotearoa.ac.nz/download/ng/file/group-3300/using-counter-examples-to-enhance-learners-understanding-of-undergraduate-mathematics.pdf

Gruenwald, N., Sauerbier, G., Zverkova, T., & Klymchuk, S. (2007). Models of ecology in teaching engineering mathematics. In C. Haines, P. Galbraith, W. W. Blum, & S. Khan (Eds.),

**2017**

The New Zealand Council for Educational Research grant of $198,205 for the project “Investigating the Impact of Non-routine Problem Solving on Creativity, Engagement and Intuition of STEM Tertiary Students” (Principal Investigator)

**2016**

New Zealand Ministry of Business, Innovation and Employment (MBIE) grant of $28,500 for the project "STEMpreneurial Bugs for South Auckland Youth" (Project Leader)

**2016**

Ako Aotearoa National Centre for Tertiary Teaching Excellence grant of $10,000 for the project “Enhancing Generic Thinking Skills of Tertiary STEM Students through Puzzle-Based Learning” (Project Leader)

**2016**

AUT Faculty of Design and Creative Technologies award of $5,000 to the STEM-TEC Centre for excellence in research into the scholarship of the teaching and learning (Founding Director of the STEM-TEC Centre and main applicant)

**2015**

New Zealand Ministry of Business, Innovation and Employment (MBIE) grant of $21,850 for the project "New Horizons: STEM Meet-ups for South Auckland Youth" (Project Leader)

**2015**

Microsoft New Zealand grant of $5,000 for sponsoring the Australasian Symposium on Using Pen-Enabled Tablets in Teaching STEM Subjects (Symposium Convenor)

**2015**

Auckland University of Technology Learning and Teaching Development Fund (LTDF) grant of $10,000 for the project "Increasing the Retention Rate in Tertiary STEM Subjects by Enhancing Students' Engagement" (Project Leader)

**2014**

Faculty of Design and Creative Technologies Award of $5,000 for Academic Excellence in Learning and Teaching

**2014**

Auckland University of Technology Learning and Teaching Development Fund grant of $6,000 for the project “Developing Digital Resources of Puzzles, Paradoxes, Provocations and Sophisms in STEM Subjects and Investigating their Impact on Enhancing STEM Students’ Critical Thinking and Analytical Abilities” (Project Leader)

**2013**

Faculty of Design and Creative Technologies of AUT University seed grant of $25,000 for establishing the STEM Tertiary Education Centre (Founding Director)

**2012**

AUT University Vice-Chancellor’s Award of $10,000 for Academic Excellence in Teaching

**2012**

Faculty of Design and Creative Technologies of AUT University Award of $1,000 for Academic Excellence in Learning and Teaching

**2011**

Ako Aotearoa National Centre for Tertiary Teaching Excellence Grant of $10,000 for dissemination of the findings from the project “Analysing the Transition from Secondary to Tertiary Education in Mathematics” among all New Zealand universities (Project Leader)

**2010**

Outstanding Academic Title Award in 2010 by the Choice Magazine of the American Library Association for my book Counterexamples in Calculus published by the Mathematical Association of America

**2010**

Ako Aotearoa National Centre for Tertiary Teaching Excellence grant of $12,000 for distribution of my book Counterexamples in Calculus based on my research to all New Zealand universities and high schools with the aim to improve students' conceptual understanding in calculus (Project Leader)

**2008**

Ako Aotearoa National Centre for Tertiary Teaching Excellence Good Practice Publication Grant of $3,000 for developing a resource on using counterexamples for enhancing teaching and learning of undergraduate mathematics (Project Leader)

**2007**

The New Zealand Council for Educational Research Grant of $180,000 for a 2-year national project “Analysing the Transition from Secondary to Tertiary Education in Mathematics” (Principal Investigator)

**2007**

Auckland University of Technology Grant of $10,000 for developing an online resource to enhance teaching and learning “Increasing Students’ Awareness to Environmental Issues through Innovative Teaching of Mathematical Modelling” (Project Leader)

**2006**

German Academic Exchange Services (DAAD) visiting Associate Professor at Wismar University, Germany

**2005**

UNESCO International Centre for Engineering Education German Headquarters research fellowship of 10,000 euros

**2005**

Auckland University of Technology Grant of $10,000 for developing an online resource to enhance teaching and learning “Enhancing Students’ Problem Solving and Critical Thinking Skills through Paradoxes and Sophisms in Calculus” (Project Leader)

**2004**

Auckland University of Technology Grant of $10,000 for developing an online resource to enhance teaching and learning “Using Counterexamples for Enhancing Students’ Critical Thinking Skills and Conceptual Understanding in Undergraduate Mathematics” (Project Leader)

**2002**

German Academic Exchange Service (DAAD) grant of 36,000 euros for a 3-year collaborative research project with Wismar University within the programme International Quality Network (Principal Investigator)

**2002**

Auckland Chamber of Commerce Scholarship of $2,000 for undertaking research at Wismar University, Germany

**2001**

ASB Bank grant of $10,000 for printing and distribution of my educational book on popular mathematics Money Puzzles to all New Zealand schools and libraries

**2001**

AMP Financial Services National Scholarship of $5,000 for printing and distribution of my educational book on popular mathematics Money Puzzles to all New Zealand schools and libraries