Summarizes the history and issues behind a decision by the Department of Education of Ireland to officially include computer studies as an optional component of the school mathematics curriculum. Describes current use of microcomputers. (DC)

A program in Illinois designed to combine a professional growth experience for teachers with a learning experience for children in a new type of summer school is described. (MP)

Problems in mathematics education as a social activity are the major focus of this document. Paragraphs that describe major problems in mathematics education point out at least eleven major issues as seen from the author's perspective. (MP)

Focus is on curriculum content and classroom organization. Other aspects discussed include the goals of a gifted mathematics program, student evaluation, teacher attitudes and characteristics, and the use of calculators and microcomputers. (DLS)

The role of mathematics education in the elementary school classroom over the next few years is reviewed. The need for extensive reform is emphasized, especially the inclusion of noncomputational number concepts. (MP)

A proposal to replace plane geometry with computer programming in the standard high-school mathematics curriculum is presented. (MP)

Provides details of a study on mathematics learning that applies Bruner's concept of format of interaction which is employed in language acquisition theory and in understanding mathematical augmentation. Describes the interactions among tutors, students, and their linear algebra text. (DDR)

Presents the text of a message sent to Susan Gerofsky by Robert Thomas after reading her article on a linguistic and narrative view of word problems in mathematics education. Gerofsky's response is also included. (DDR)

Describes a statewide project in Vermont in which teachers developed a scoring rubric containing criteria that promote a common understanding of what constitutes effective problem solving and the assessment of effective problem solving. (DDR)

Describes an algebra course organized around the concept of function and based on intensive use of technology. Includes an explanation of the assessment sequence used to explore students' use of familiar representations and procedures to reason logically and to solve and communicate about unfamiliar tasks. (DDR)

Describes the efforts of the Maricopa Mathematics Consortium, in Arizona, to develop a comprehensive mathematics curriculum focusing on application-driven materials at the precalculus level. Reviews the resulting three modules of sample course materials, and discusses three phases of field testing used to assess the modules. Summarizes results…

Describes student historical research and student classroom presentation of the results of that research. Feedback from the student surveys verifies that active-learning mathematics history can motivate students to learn mathematics. (Author/DDR)

Considers how the domains of mathematics education and history of mathematics may interact in the process of mathematics teaching. Focuses on the teachers' role and explores the relationship between research in mathematics education and the history of mathematics. Contains 24 references. (DDR)

Speculates on whether our knowledge of a mathematical topic is really the same as the knowledge of the topic held by our mathematical ancestors centuries ago. Provides specific examples of using the cultural context of mathematics as an instructional strategy. (DDR)

Describes two approaches to connecting literature and problem solving with mathematics. One approach is to focus on a particular strategy of problem solving, then find a storybook related to the strategy. Another approach is to find a favorite children's book and develop the problem-solving portion of the lesson from the book. A resource list and…