Establishes six levels from an inductive proof to an algebraic demonstration on the bases of three axes in lower secondary school mathematics. Examines the meanings of demonstration and proof in lower secondary school mathematics and shows the relationships between them. Illustrates the discussion with a seventh grade student's activities.…

Identifies and describes some of the mathematics curriculum issues associated with graphing calculators such as equity, role of calculators, content and sequencing, textbook design, learning to use a calculator, worksheets, student decision-making, calculator dependence, assessment, electronic algorithms, multiplying choices, calculator…

Presents a first-semester course in mathematics for 6-year-old children by formulating certain general requirements for the curriculum and the instructional methods with the aim of leading children to form their initial mathematical concepts. (ASK)

Documents some of the changes that have taken place in secondary school mathematics curriculum. Examines the reasons for the changes in thinking that have brought applications of mathematics from a position of relative nonexistence in the 1960s to one of major importance in the 1990s. (GR)

Presents remarks from the Presidential Address at the 75th Annual Meeting of the National Council of Teachers of Mathematics held in Minneapolis in April, 1997. Two major challenges addressed were the need to change classroom practice and the need to rethink the definition of "basic". (AIM)

Describes the specific courses in a sequence along with how the writing has been implemented in each course. Provides ideas for how to efficiently handle the additional paper load so students receive the necessary feedback while keeping the grading time reasonable. (Author/ASK)

The mathematical curriculum of the next millennium should harness children's motivation without losing their mathematics. Envisages that the computer might offer just the context to help do this. Presents snapshots from two case studies. (Contains 18 references.) (ASK)

The Interactive Mathematics Program is part of a National Science Foundation effort to design a comprehensive, standards-based high school mathematics curriculum. IMP's four-year program, which replaces the traditional sequence, involves little memorization, integrates traditional material with topics such as probability and statistics, and uses…

Notes strong and widespread pressures for middle school teachers to teach fractions. Discusses experimental and empirical evidence that traditional fractions instruction is highly vulnerable to criticism from a number of angles. (SR)

Surveyed seventh and eighth graders to determine whether middle school students view problem solving as a normal part of their mathematics classroom activity. Gleaned student attitudes toward problem solving and their beliefs about their ability to solve problems. Findings pose implications for mathematics instruction. (JPB)

Discusses experiences using a new mathematics curriculum with sixth grade students for nine weeks. Presents a student's discovery of her power in mathematics through this problem-centered curriculum. (ASK)

Asserts that mathematics teachers can facilitate the connection between mathematics and reading instruction by teaching students strategies for reading mathematics texts. Addresses issues including: (1) the need to teach reading in math classrooms; (2) resistance by math teachers; (3) mathematical language differences and difficulties; and (4)…

Describes a geometry course that attempts to prepare prospective mathematics teachers to meet the goals described in the Standards. (ASK)

In this article we describe the mathematics curriculum and teaching practices in a purposive sample of high-poverty elementary schools working with 3 of the most widely disseminated comprehensive school reform programs in the United States. Data from 19,999 instructional logs completed by 509 first-, third-, and fourth-grade teachers in 53 schools…

The Mathematical Association of America Guidelines for Programs and Departments in Undergraduate Mathematical Sciences recommends the use of a periodic external review as an assessment tool to evaluate the mathematics program and the department. However, there is surprisingly little information on how to conduct an external review for a…