Discusses the problems encountered in developing and maintaining special classes and schools to provide intensive studies in particular areas. Discusses three principles governing the selection of students for special schools. Criticizes selection by a territorial principle. Suggests the third principle of admitting any student who wants to come…

Adult numeracy curriculum tends to be school-math based or limited to learners' immediate interests. An attempt should be made to expand it by integrating numeracy skills with preparation for responsible citizenship. (SK)

Recommendations of a committee which considered implications of mathematics reform for students who are deaf are summarized. The committee accepted all of the recommendations recently issued by the National Council of Teachers of Mathematics. Guidelines are organized in terms of what to teach, how to teach it, and putting changes in place. (DB)

Presents arguments for and against the concept of a national mathematics curriculum for the United Kingdom. Topics discussed include teaching methods recommended, learner differences, aspects of the Cockcroft Report, numeracy, future needs, assessment methods, and use of technology. (MDH)

Examines the structures of two teachers' beliefs about what makes mathematics intrinsically motivating and provides representations of their beliefs. Results indicate that the teachers became more attuned to the conceptual complexity and challenge of mathematics activities and placed less emphasis on task ease over their year of involvement in the…

The California Mathematics Standards are cynical, mind-numbing, and shallow. Instead of balancing problem solving, concept development, and skill acquisition, the standards are full of obsolete mathematics and devoid of problem solving. Students offering only an algorithm when asked for meaning have style without substance. Blind memorization is…

Teachers' work with four National Science Foundation-funded curricula in the Missouri Middle-School Mathematics Project has disclosed 10 critical implementation elements: administrative support, opportunities for study, curriculum sampling, daily planning, interaction with experts, collaboration with colleagues, incorporation of new assessments,…

This study presented contextual problems involving rational numbers and proportional reasoning to 7th-grade students with different curricular experiences. Evidence indicates that students in reform curricula, who are encouraged to construct their own conceptual and procedural knowledge of proportionality through collaborative problem-solving…

Traces the history of vocationalism in education and differentiates between competency-based education and training and the Key Competencies. Highlights recent developments in mathematics for the vocational education and training sector. Addresses the concept of vocationalism in schools and some issues associated with the implementation of…

Demonstrates a change in the goals of teaching the algebra of equation-solving in Victoria, Australia that requires a transition from a way of solving problems in arithmetic to a conceptually new algebraic way. Contains 20 references. (Author/ASK)

Discusses two different interpretations of humanistic mathematics in educational systems. Describes the systematic implementation of a program based on both interpretations in Israeli elementary schools. (Contains 17 references.) (ASK)

Examines the role of variation in statistics education. Describes a chance and data unit with a focus on variation that was conducted in three high school mathematics classes. (ASK)

Highlights the influence of mathematics curriculums on educational research and mathematics education improvement and the new rise of change and activity that is dwarfing that of the "new math era." Criteria for papers being submitted to this special issue on mathematics education are listed. (GR)

The Core-Plus Mathematics project is a National Science Foundation project to design, evaluate, and disseminate innovative high school curricula based on National Council of Teachers of Mathematics standards. The CPMP program has five mathematical and structural design features: multiple connected strands, emphasis on mathematical modeling, access…

Presents the historical development of required undergraduate core mathematics courses. Suggests that a new core course--discrete dynamical modeling--is needed to prepare students for success in the information age. Contains 17 references. (Author/ASK)