Presents information on ethnomathematics which is defined as the meeting of cultural anthropology with mathematics and education. Emphasizes the importance of multicultural education and ethnomathematics in the mathematics curriculum. (ASK)

Extends O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. Concludes that students in the graphing-approach classes demonstrated significantly better understanding of functions on…

A recent Thomas B. Fordham Foundation report rated California Mathematical Standards first among the states and ahead of Japan. There was nothing in the midcentury precollegiate mathematics curriculum that is irrelevant today or not required by competent schools. A national mathematics curriculum is reflected in the nation's standardized testing.…

Examines the effect of a technology-based educational innovation in a school's mathematics program on the knowledge and beliefs of students and teachers, based on recent reform recommendations. Emphasizes unrealized potential and missed opportunities for facilitation due to divergent beliefs of the social groups. Contains 42 references.…

Discusses the use of case methods in a teacher development setting where participants included teachers implementing an innovative four-year secondary mathematics curriculum. Suggests that the cases had played a surprisingly powerful role in helping the teachers acknowledge their classroom concerns and begin to address these concerns. (Contains 40…

Considers the way in which games can be woven into the curriculum to help pupils practice their mental skills in a situation quite different from the traditional mental test and in a way which reduces the pressures felt by pupils. (ASK)

Offers a matrix to assist mathematics-curriculum planners and teachers around the world in developing multicultural learning materials. Contains 22 references. (ASK)

Discusses recent changes in mathematics education and assessment in England and Wales against the background of research on mathematics performance and assessment. Reports findings from qualitative research with 10- to 11-year olds undertaken with the object of exploring the validity of the pilot pencil-and-paper tests in mathematics. Contains 49…

Explains the approach of integrating notions of algebra in problem-solving experiences and the design of instructional activities that integrate nonroutine, nontraditional problems. Presents some problems and students' interpretations, conjectures, and generalizations about the patterns they discovered. (AIM)

Discusses changes in the school mathematics curriculum as well as changes in how the subject is taught and examined. Emphasizes the impacts of these changes on university mathematics departments and draws attention to some of the less desirable outcomes of these changes. Suggests further reform with particular emphasis on the 16-19 curriculum and…

Investigates the relationship between a beginning elementary school teacher's beliefs and mathematics-teaching practices. Results indicate that the teacher's practice was more closely related to beliefs about mathematics content rather than beliefs about mathematics pedagogy. Beliefs about mathematics content were highly influenced by personal…

Technological advances and many other changes in society change how and what students learn. Indicates the need to learn lessons from the past in order to be more mathematically literate and broaden the mathematics curriculum to a mathematical sciences curriculum that incorporates 21st century mathematics. (Contains 14 references.) (ASK)

Investigates the content conceptions of an experienced high school mathematics teacher and links those conceptions to their role in the teacher's first implementation of reform-oriented curricular materials during a six-week unit on functions. Concludes that the teacher's well-articulated ideas about features of a variety of relationships in…

Discusses the positive and negative influences of high-stakes tests on mathematics curriculum and instruction in China. Suggests that educators should improve the design of the test questions, change the methods of testing, and reduce negative influences as much as possible. (ASK)

This article describes the special residential "key" high schools for mathematically talented students in China. It explains the admissions process, the general curriculum, and the mathematics curriculum specifically. (Contains references.) (DB)