Anthropological approaches to studying the contextual specificity of mathematical thought and practice in schools can productively inform descriptions and analyses of mathematical practices within and across different teaching and learning contexts. In this paper I argue for an anthropological methodological orientation that takes into…

Some pedagogical problems in Chinese numeration are described. They involve the teaching and learning of how to speak numerals with fluency in Chinese, using Hindu-Arabic written numbers. An alternative approach which stresses regularity is proposed. (MNS)

Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

In one school, algorithmic development has been infused in the mathematics curriculum. An example of what occurs in mathematics classes since the teachers began using the computer is given, with two students' conjectures included as well as the algebraic justification. (MNS)