Discusses the present position in research on gender and mathematics. Suggests a change of priorities to place more emphasis on the development and careful evaluation of gender-inclusive mathematics curricula that can empower women. (MKR)

Discusses the manner and extent to which goals provide a basis for curriculum development and the areas where there appears to be an incongruence between the views and approaches of general and special education. Presents new goals for reform to help all students, including students with disabilities. Contains 49 references. (MKR)

Two authors introduce the topic of visualization in mathematics education. Fourteen articles are briefly described. (YP)

An overview is provided of the curriculum and instructional practices in general and for handicapped learners. Diagnostic teaching and other features of good instruction are reviewed. (MNS)

Some of the major curriculum and instructional problems that precipitate failure among learning disabled adolescents are discussed. A variety of intervention strategies to increase success are then presented. (MNS)

Research on learner's beliefs are summarized in the areas of beliefs about mathematics as a discipline, beliefs about learning mathematics, beliefs about mathematics teaching, and beliefs about self within a social context in which mathematics teaching and learning are occurring. (PK)

Recent contributions from theory, research, and practice in second-language instruction are discussed in relation to mathematics education. Three methods of teaching and learning second languages are described--"Delayed Oral Production," the "Silent Way," and the "Counseling Learning/Community Language Learning." (KR)

Discussed are some situations students face that result in cognitive conflict, possible sources of these conflicts, and strategies which students use to resolve, remove, or circumvent them. A global account for observed systematic errors is offered based on a general problem-solving rule called the "Matching Rule." (KR)

Describes the four competencies which are argued to be necessary for being an effective remedial mathematics teacher. Describes a training model which has been developed for preservice and inservice teachers based on these competencies. (PK)

Discussed are inconsistencies and cognitive conflict with respect to current mathematical knowledge of students and how that knowledge might be modified is discussed. The inconsistencies that students generate for themselves and those produced by the teacher are described. (KR)

Discussed are possible reasons behind the inconsistencies in the learning of calculus. Implicated are students' beliefs, mathematical paradigms including concept image and concept definition, language use, and curriculum sequencing. (KR)

Discussed are the issues of inconsistencies and compartmentalization and the use of inconsistencies in the classroom. Included are discussions on paradoxes, the naive student, logical reasoning ability, and the development of the students' cognitive structures. (KR)

Discusses a system of classification for students' inconsistent ideas in mathematics, the sources of students' mathematical inconsistency, and instructional strategies for helping students to resolve apparent learning inconsistencies. Language, curriculum, and instruction are included in the discussion. (KR)

Diagnostic/prescriptive mathematics was examined to ask whether a sufficient body of professional knowledge and practices exist to warrant its inclusion in teacher preparation. Argues that diagnostic/prescriptive mathematics does constitute an appropriate topic for consideration as content in revised teacher preparation programs. (PK)