Reviews research on block scheduling as related to the study of mathematics. Suggests issues for mathematics teachers to consider as they decide whether or how to improve such schedules. Discusses mathematics achievement under a block schedule. Contains 40 references. (ASK)

Explores and illustrates the range of ways in which the design of mathematics examination tasks can be influenced by graphics calculators from the perspective of the people designing the exams. Also discusses principles for awarding partial credit to student responses. (Author/PVD)

Describes an NCTM Standards-based high school mathematics curriculum that involves application, technology, cooperative learning, and open-ended problem solving and compares student attitudes and achievement with a traditional class. Results indicate significant attitude improvement in the mathematical confidence of students in the experimental…

Describes a study designed to assess the magnitude of the relationship between attitude toward mathematics and achievement in mathematics. The study employs a meta-analysis to integrate and summarize the findings from primary studies (N=113). Contains 81 references. (DDR)

Teaching students for mathematical understanding is crucial. However, the current mathematics standards fall short in the guidance they offer to teachers who lack the experience and confidence to teach in a way that they themselves were not taught. (Contains 35 references and 3 figures.) (Author/MLF)

Discusses the New Orleans Center of Science & Mathematics, an alternative high school with an activity-based curriculum specializing exclusively in mathematics and science courses for inner-city students. (PKP)

Describes an activity in which children are given a visual indicator of a fraction with oil-and-water. (Author)

Argues that the use of the calculator should be incorporated into the elementary secondary mathematics curriculum to enhance students' capabilities to deal with the quantitative aspects of real life. Includes a list of 16 calculator-based interdisciplinary projects. (FMW)

Examines the issue of whether mathematical content should influence the use of small group instruction. Concludes that the choice to use small group instruction depends not only on content, but also on the type of lesson and the dimension of learning. (PCB)

Claims that most of mathematical knowledge is neither as widely applicable as general heuristics, nor as narrow as the facts in textbooks and that it consists of general concepts. Describes some examples and characteristics of the general concepts. (YP)

Introduces a statistics curriculum emphasizing an instructional sequence of practical, real data, discussion, and model/theory instead of theory, example, and practice. Provides one example and describes the teaching methods of the curriculum. (YP)

Describes the past history and present reforms of the Department of Mathematical Sciences at the United States Military Academy. (MKR)

Discusses the writing of the book "Africa Counts: Number and Pattern in African Culture" and relates efforts to introduce multicultural perspectives into the mathematics curriculum at the elementary and secondary levels. Proposes what needs to be done to introduce ethnomathematical perspectives into the curriculum. (24 references) (MKR)

Discusses the question of whether to teach the mathematics of mathematicians and scientists or develop the mathematics as the set of skills and procedures that a cultural group knows and uses in life. Offers suggestions using examples from field work with Navajo Indians and Turkish immigrants. (10 references) (MKR)

Presents a summary report of the Algebra Working Group's discussion subgroup on secondary algebra at the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. Three appendixes include the reactions to the keynote addresses in this issue. (MKR)