This article elaborates on the following aspects of the role played by the history of mathematics in mathematical education: (1) content of curriculum, (2) standard of rigour, (3) interrelation among topics, (4) understanding of subject matter, (5) cultural viewpoint, and (6) confidence in doing mathematics. (Author/MK)

A calculus activity is presented which is designed to allow students to operate as mathematicians. (MK)

The author discusses the use of calculators in calculus classes and difficulties caused by roundoff errors. References for advanced follow-up topics are given. (Author/MK)

A series of quotes from teachers regarding calculator use are given. (MK)

The need for common content in A-level mathematics courses in England is discussed. Considerations include the type of student, needed skills, and strategies. (MK)

A group of unsolved geometry problems is presented. Several problems that were unsolved for a length of time and then solved are also discussed. (MK)

The conditions necessary for a circumscribable quadrilateral also to be inscribable are discussed. Three propositions are presented and proved. (MK)

Archimedes viewed the method of centroids as a valuable tool for intuitive discoveries. This article presents several uses of this technique and discusses how the method of centroids could be used in secondary schools. (Author/MK)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

Three short essays provide teaching suggestions for lessons on base two, order of operations, and ratios used to motivate a number of mathematical ideas. (MK)

Describes a school mathematics curriculum, steps for its evaluation, an explanation of the mode of implementation of each step, and discusses the ways in which cooperation and systemization enhances the evaluation. (Author/RK)

Notes that attempting to teach formal mathematics to disadvantaged children, before they have mastered the four operations on whole numbers, only frustrates them and turns them off to mathematics early in their school life. (Author/AM)

Shares perspectives on the history and current status of ethnomathematics. Speculates as to whether this field is revisionist and discusses the features of ethnomathematics that distinguish it from mathematics. (DDR)

This study examines the assessment beliefs and practices of four middle school mathematics teachers implementing a reformed mathematics curriculum for the first time. The constraints on change in assessment include time available to develop, implement, and interpret alternative assessments, as well as parent and student beliefs about what it means…

This article presents problems to challenge students over and above the standard curriculum problems assigned at a Course I level. Every additional problem in the article can be solved using only the tools provided by Course I. (AIM)