Many universities throughout the world apply student-centered approaches. Common to these is that projects, problems, challenges etc. stem from "real life". Mathematics is an effective tool to solve problems, but in this paper, we discuss how we reconcile the fact that mathematics is both a pure and an applied discipline with…

As members of a research group taking initial steps for creating mathematics curriculum in an Indigenous language (Yakama Ichishkíin), we engaged with an unanticipated outcome: the ways Indigenous identities and homelands are fractionated, as part of ongoing colonizing harm. Our work centers on how mathematics instruction can help heal, by…

This article explores the factors that may cause teachers to defer to the textbook as the ultimate authority on curriculum and pedagogy, drawing on Bakhtin's notion of authoritative and personally persuasive discourse. We found that although teachers deferred to the textbook as the "authority" of what should be taught, they did not fully implement…

Describes an experimental mathematics course involving an interpretive discussion approach in which students and instructors work together to develop questions about the meaning of mathematical, philosophical, and musical texts. Appendix contains a cluster of questions for Euclid's proof of the infinity of prime numbers. (MKR)

Describes and reflects on a research journey from a theoretical perspective which sought to understand what it means in practice to "become critical". Based on a South African curriculum that reflects upon aspects of conflict and dialogue in mathematics pedagogy. (MM)

Suggests that it is possible to apply the principles of literary criticism to the mathematical text. Discussed are the areas of rhetoric, metaphor, and metonymy. (PK)

Describes two kinds of elements in mathematics: Euclid's and Bourbaki's. Discusses some criticisms on the two concepts of elements from a philosophical, methodological, and didactical point of view. Suggests a complementarist view and several implications for mathematics education. (YP)

Described are two kinds of mathematical communications. Discusses how language is used to communicate mathematics, especially as it relates to the triangle formed by writer, text, and reader. (PK)

Discusses conflicts between white school practices and Aboriginal values and traditions and describes the Remote Area Tertiary Education program, which is community-based and community-focused. Presents a mathematics curriculum organized around symbolic, societal, and cultural components that delivers a culturally-sensitive mathematics course. (23…

Presents examples of the use of mathematical modeling in mathematics courses in order to not lose sight of the essence of the mathematical attitude; encourage students' concern with problems that surround them; appreciate human resources; and associate mathematics with other sciences. (MKR)

Described are the background, structure, themes, methodology, projects, and assessment for the course. A list of themes is provided. Results of the piloting of the course are discussed. (CW)

Mathematics is perceived as a boring subject by some secondary students. Lists and describes 10 types of mathematical surprises across the secondary mathematics curriculum that help to make mathematics more interesting. (YP)

Discusses using the computer to promote versatile learning of higher order concepts in algebra and calculus. Generic organizers, generic difficulties, and differences between mathematical and cognitive approaches are considered. (YP)

The constructivist perspective, which holds that children's learning of subject matter is an interaction between what they are taught and what they bring to a learning situation, could be used to improve mathematics teacher education. (PK)

Describes some topics of French research: relationships between teaching and learning, choices and constraints of the didactic system, role of the computer, and forms of the functioning knowledge. (YP)