Students may joyfully experience formal mathematics education for twenty years or more, and they can be motivated everywhere across the expansive mathematics curricula. Action learning in mathematics education combined with rote theory brings mathematical topics to the real world. Naturally, primary-level instances are of foundational importance, and this is reinforced with secondary-level action learning (Sections 4.1.1 and 4.1.2). The open problems of mathematics can often be introduced to students in primary, secondary, and tertiary education (Section 7). Traditionally, classic results and open problems serve to motivate not only the students but also the educators themselves. Since effective mathematics teachers are needed, action learning should be used promotionally at all levels of mathematics education, knowing that future instructors are amongst the current student population. Certainly, the possibility of being involved in discovery is highly motivational to all, including students and mathematics teachers, at least.
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