Drawing on current research, explicates 12 assertions relating to curricula, teaching, learners, and learning environments in lower primary mathematics, including: unchanging and under-challenging curricula, children's verbal number strategies and number sense, curriculum restraints on teachers, learning in collaborative settings, role of problem…

Applies methods of formal concept analysis to an analysis of objectives in the domain of educational mathematics, including sequences and hierarchies of topics within the syllabi, establishing plans for single lessons, analysis of students' mistakes in calculating, and the development of students' mathematical concepts. (33 references) (Author/MKR)

Discusses the place of math, mathematicians, and math education in society. Argues that the United States needs a better integration of numbers and sense, an active integration of math and semantics ("mathsemantics"), and a new outlook in which people ask and know what the numbers mean. (SR)

Argues that a curriculum based on mathematics such as it arises in solving everyday problems is unrealistic; the problem of transfer cannot be resolved by claiming that it should not exist in the first place. (49 references) (MKR)

Discusses why improvements in teaching mathematics are needed, including discussion of students, human development, knowledge and learning, structure of schools and instructional programs, and mathematics. Also discusses a need for two theories: (1) how young people form self-concepts and (2) classification of approaches to curricula and…

Discusses four major issues related to the mathematics curriculum and what research says about each of them, namely questions of content, tracking, problem-based curricula, and the role of proof. (23 references) (MKR)

Describes hands-on class activities in which high school geometry students can create nested Platonic solids from posterboard. Includes discussion of the algebraic and pictorial relationships between pairs of Platonic polyhedra. (MKR)

Under the assumption that the current perplexing state of calculus instruction is a result of the presuppositions inherent within conventional teaching practices, the author examines why calculus is taught the way it is, indicates unprofitable practices that result from the way calculus is taught, and recommends possible ameliorative actions. (JJK)

Discusses the theoretical and practical importance of linear algebra. Presents a brief history of linear algebra and matrix theory and describes the place of linear algebra in the undergraduate curriculum. (MDH)

Discusses briefly current trends and innovations in curriculum, instruction, and assessment for middle school mathematics. (SR)

A survey of the mathematics teachers of 1,484 students with deafness assessed the degree to which the National Council for Teachers of Mathematics (NCTM) standards were being implemented through deaf education programs. Results indicate that mathematics curricula in classrooms for students with deafness are not fully meeting the NCTM standards.…

Discusses appropriate goals for mathematics and science educators to focus on in order to boost academic achievement in the United States. Conclusions are based on data from the Third International Mathematics and Science Study (TIMSS). (DDR)

Discusses the initial purposes of the National Curriculum assessment. Argues that pupils and teachers could benefit from a better analysis of assessment data by considering a system of assessment used in France. Suggests that the use of information technology would enable formative, diagnostic, summative, and evaluative assessment to take place…

Compared Japanese and U.S. geometry curricula using the van Hiele model, U.S. National Council of Teachers of Mathematics Standards, and Japanese Course of Study by Mombusho, examining how the students regarded van Hiele levels and determining differences in geometry instruction. Japanese curricula and students were ahead of U.S. curricula and…

Describes a high school course created so that it is constructed of four topics dissimilar in character and bearing little mathematical relation to each other, does not demand specific prerequisite knowledge in mathematics, and provides general knowledge of game theory and its concerns. Studies students' grades and attitudes toward the course.…