Questions the mathematics curriculum and why mathematics is taught to children. Emphasizes that one of the biggest stumbling blocks to mathematics education in U.S. is the continuing tradition of justifying mathematics on the basis of its usefulness. Argues that this is a myth which has been peddled for decades. (ASK)

Discusses the role curriculum can play in systemic reform. Focuses on elementary mathematics curriculum for grades K-5 and examines the experiences of several school systems as they implement new curriculum materials. Emphasizes history, the role of professional development, and parents. (ASK)

Describes the mathematics education component of one early childhood teacher education program and explores how the school mathematics curriculum can provide a meaningful framework for the mathematical learning of very young children. Examines a variety of issues pertaining to the early emergence and development of mathematical concepts. (Contains…

Discusses using literature as a vehicle to develop mathematical understanding in a natural way. This investigation for grades three and four uses the story of "The Three Little Pigs" to motivate students to think and reason mathematically. The investigation focuses on developing the process of classification, especially an awareness of…

Presents an overview of Chester Finn's and Zalman Usiskin's criticisms of the National Council of Teachers of Mathematics (NCTM) Standards and suggestions for improvement to the Standards. (AIM)

Suggests that mathematical modeling is "a way of life for everyone." Describes the M's of mathematics which include methods, models, and modeling; and the R's of mathematics which are reasoning, reading, 'riting and 'rithmetic. Outlines their role in promoting "the way of life" and discusses implications for the 16-19 curriculum. (Author/ASK)

Advocates of the increasing use of the computer in mathematics teaching and learning claim that certain topics and techniques need no longer be taught. Addresses how far the access to so much computer power should influence the core of mathematics that needs teaching at different levels. (Author/ASK)

Before persistent criticism stalls much-needed change in K-14 mathematics, school board members should weigh critics' objections against the strong case for reform made by leading professional organizations in mathematics and education. Traditional approaches are not yielding satisfactory student learning. Recent innovations show great promise.…

Discusses the nature of mathematics, the goals of education, and the political dimension of mathematics. Considers ethnomathematics, the history of mathematics, and advances in ethnomathematics. Proposes a new conception of curriculum. (ASK)

Provides tips and ideas for making the Everyday Mathematics curriculum work in a multiage setting, including suggestions for classroom and curriculum management and home/school communication. (ASK)

Discusses how the Everyday Mathematics curriculum has anticipated and addressed the five major curriculum concerns raised by Third International Mathematics and Science Study (TIMSS) researchers. Focuses on one of those concerns, the curriculum concern, which states that mathematics lessons in the U.S. focus on rote procedures instead of…

Discuss from several perspectives the need for mathematics teachers to be up-to-date or innovative. (Contains 12 references.) (ASK)

The new Grade-Level Content Expectations (GLCEs) are addressed meaningfully through the well-organized district curriculum and text materials that embody the coherence called for in the National Council of Teachers of Mathematics' (NTCM) "Principles and Standards." The GLCEs helped to fine-tune the direction of exploratory lessons and…

The purpose of this article for this special issue is to explore the relevance of this collection to educators and researchers who do not identify with mathematics. A secondary focus is to see whether anything in the author's very different knowledge of learning could usefully feedback into the mathematics education field. Behind these tasks lie…

The supposed apolitical nature of mathematics is an institutional frame that functions to sustain specific power structures within schools. This paper disrupts the common assumption that mathematics (as a body of knowledge constructed in situated historical moments) is free from entrenched ideological motives. Using narrative inquiry, the paper…