Mathematics curriculum has long been a topic of keen interest in mathematics education and remains a central issue in efforts to improve mathematics learning opportunities for students. This Yearbook continues in a long line of National Council of Teachers of Mathematics Yearbooks that have addressed various facets of the changing mathematics…

Discusses the nature of mathematical induction and what constitutes a correct proof by this method and common misconceptions of induction with recommendations for their remediation. The topic is also analyzed into behavioral skills and subjected to a conceptual analysis. Criteria for analyzing and evaluating textbook treatment of induction are…

In the fall of 1984, the Education Commission of the States (ECS) was awarded a grant from the U.S. Secretary of Education's Discretionary Fund to identify alternative state roles for improving instructional materials in mathematics. To help state leaders define an appropriate and effective role in upgrading these materials, ECS proposed first to…

A two part examination of the evidence concerning one possible basis for the poor mathematical performance of United States students, the content of the textbooks used in their classes, is presented. The results of a detailed analysis of Japanese and U.S. mathematics textbooks for grades 1 through 12 are reported. Two international studies (1964…

Provides an overview of a field-based teacher-preparation program, indicating how the elementary mathematics methods course plays a part. Also shares insights from observations in elementary classrooms related to mathematics (use of manipulatives, textbook choices, instructional delivery systems, and placement of teacher-education students) and in…