Mathematicians must be constructively involved at the interface of mathematics and education at all levels. This statement holds true regardless of the modifier attached to "mathematics" or "mathematician": applied, statistical, pure, educator, researcher, academic, industrial, administrator, or any other. The purpose of this article is to discuss…

The recent call for "algebra for all" provided not only the impetus for teaching elementary students differently, but also for changing the way teachers are trained. University mathematics courses for pre-service teachers have undergone changes, and professional development sessions for in-service teachers have been created. The Mid-continent…

The Nebraska K-12 Mathematics Standards are intended to reflect what students should know and be able to do by the end of the grades 1, 4, 8, and 12. In addition to identifying grade-level specific standards, the content standards are further divided into six topic strands: (1) Numeration/Number Sense; (2) Computation/Estimation; (3) Measurement;…

This is the final report of the findings of the independent external evaluation of the NRICH online mathematics project, which began in 1996 with the goal of establishing a permanent national United Kingdom (UK) center for curriculum enrichment in mathematics. The project aims to provide mathematical learning support for very able children of all…

This paper asserts that the key to algebra reform is to integrate algebraic reasoning across all grades and all topics, to "algebrafy" school mathematics. The distinction is made between algebra "the institution" and algebra "the web of knowledge and skill," which is also clarified. Finally, suggestions are made as to how the educational community…

The purpose of this study was to find the differences between middle school mathematics programs in China and the United States. More specifically, the objectives of the study were to compare how mathematics is presented in the curricula and textbooks in China and in the United States, and to compare how mathematics is taught in classrooms in…

There are numerous issues in the teaching of mathematics that need to be clarified and meaningfully understood by teachers, supervisors, and administrators. This paper discusses some of these issues, such as the integrated versus the separate subjects curriculum, the level of application versus knowledge for its own sake, state mandated versus…

This paper discusses a one-page curriculum outline for a preschool mathematics program in Israel. The curriculum was developed in the course of preservice and inservice teacher education programs in Israel, and the mathematics activities offered to support the curriculum were developed by student teachers there. The curriculum starts from…

The Illinois Mathematics Assessment Framework is designed to assist educators, test developers, policy makers, and the public by clearly defining those elements of the Illinois Learning Standards that are suitable for state testing. It is not designed to replace a local mathematics curriculum and should not be considered a state mathematics…

By the time they reach school, boys and girls have had quite different out-of-school science experiences, and this disparity persists through high school. There are marked differences between male and female levels of participation in extracurricular science activities, with males participating more often in activities such as working on science…

Consultant discusses guidelines for developing a program for junior high school students who are weak in the fundamental operations of arithmetic. (GB)

Author tries to clarify some of the controversy around the new math as to its success or failure, as well as its origins. (GB)

This study investigates the relationship between enrollment in economics in seventeen institutions-scattered nationwide-and the initiation of more extensive mathematics requirements. (Author)

The rationale followed in the design of procedures for the formative evaluation of an individualized mathematics curriculum. (Editor/MM)