Search

In quoting Ivan Illich's observation that "people who have been schooled down to size let unmeasured experience slip out of their hands," the author of this article contends that this is what is happening in education --- that we are being assimilated and schooled "down to size." Unmeasured experience, he says, is slipping out of our hands as a result, and this slippage is what needs to be resisted. Education should never be thought of as an "intervention," though resistance to it must be. To resist, the author maintains, is to intervene. The author writes that to be critical means to develop a deep cultural analysis that might provide the foundation for meaningful action in the work of education. Accomplishing this means to resist current trends toward further professionalization and specialization in the field. Intellectual work is an act of creative resistance to the pressures of specialization that are endemic to school and university work. When we can resist what works long enough to reflect on what matters, we will experience a regime change. (Contains 1 footnote.)

Elizabeth City State University (ECSU) serves the 21 counties of rural northeastern North Carolina. In Fall 2000 ECSU administrators met with educators in area school districts to discuss their professional development needs. This paper reports on those expressed needs relevant to mathematics education and discusses ways to help achieve excellence in rural mathematics education. Among the challenges identified were (1) implementing state standards, aligning curricular materials with standards, and aligning preservice and inservice teacher education with the standards and school curricula; (2) connecting mathematics education to students' everyday lives by basing curriculum in local resources, environment, and events; and (3) desire of teachers to increase their mathematics content knowledge and improve their mathematics teaching skills. Mathematicians and mathematics educators can work together to ensure that university programs address mathematics teachers' needs and to develop resource materials. ECSU has increased the exposure of preservice teachers to mathematics courses to deepen teachers' understanding of the mathematics they will teach. In addition, ECSU professors are developing interdisciplinary modules for preservice teachers focused on analysis of research data collected in the nearby Great Dismal Swamp. Other strategies include involvement of mathematicians in mentoring or coaching programs for teachers, college-school collaboration to provide opportunities to discuss research and best practices in mathematics education, and development of university-school-community college partnerships to maximize resources for rural community schooling. (Contains 29 references.) (SV)

This paper investigates the teacher's role in discussion-intensive pedagogy, arguing that one of the teacher's roles is to support an atmosphere of intellectual ferment. It offers possible language and stance for examining, describing, and analyzing these aspects of classroom discourse; language that is capable of finer distinctions, and a stance that is less aimed at evaluation. Teachers must manage productively the inevitable disagreements among students and between students and accepted mathematics. They must focus discussions, clarify students' views, and engage students in the examination of others' ideas. Making substantive mathematical comments or "telling" is one way that teachers can move students away from entrenched disagreements or provide useful disequilibrium and disagreement in the classroom. Two actual classroom episodes are presented to ground the discussion in a close view of the challenges posed for the teacher's role, followed by an analysis of the situations and the pedagogical issues posed. (Contains 29 references.) (NAV)

Learning to teach mathematics for understanding is not easy. First, practice itself is complex. Second, many teachers' traditional experiences with and orientations to mathematics and its pedagogy are additional hindrances. This paper examines teaching practices and reviews some of what is known about prospective and experienced elementary teachers. In analyzing practices, the document's focus is on one major aspect of teacher thinking in helping students learn about fractions: the construction of instructional representations. One teacher's practice is analyzed to highlight the complexity inherent in the construction of fruitful representational contexts with students. Prospective and experienced teachers' knowledge, dispositions, and patterns of thinking relative to representing mathematics for teaching are discussed. It is argued that attempts to help teachers develop their practice in the direction of teaching mathematics for understanding requires a deep respect for the complexity of such teaching and depends on taking teachers seriously as learners. A list of 62 references is provided. (CW)

Developed by the major committees of the Minnesota Mathematical Association of Two-Year Colleges (MinnMATYC) and approved by its Executive Board, these four position statements are intended to guide discussion and influence decisions affecting mathematics in Minnesota's two-year colleges. The first position statement suggests that the prerequisite for any college level liberal arts math course should be 3 years of high school mathematics, including Algebra I, Geometry, and Algebra II, or Elementary and Intermediate Algebra taken in college. The second position taken by MinnMATYC is for a standardized curriculum in intermediate algebra, providing a list of prerequisite, mastery, and introductory skills designed to provide students with a sound foundation for success in higher level mathematics, science, and business courses. The third position statement calls for the addition of one college mathematics course intended for college transfer to the list of Associate in Arts and Associate in Science degree requirements. Finally, in response to national mathematics education initiatives, MinnMATYC's fourth position statement suggests that any course intended for prospective elementary teachers must require a demonstration of mastery of prerequisite topics and feature such elements as active participation by students, historical and cultural perspectives of mathematics, assistance in solving problems, and varied methods to present course material. (MAB)

Constructivism is considered a driving force in mathematics education. The purpose of this paper is to describe how the social constructivist view of learning can be useful in the teaching of high school algebra and in the preparation of mathematics teachers. A brief summary of the social constructivist view as a philosophy of mathematics is presented followed by a review of learning theory associated with school algebra. The paper concludes with implications for the preparation of preservice mathematics teachers. (Contains 17 references.) (ASK)

Using the theoretical concept of equity as a measure of outcomes, this paper discusses mathematics classroom conditions and teacher behaviour that negatively affect the experiences of girl students in secondary schools. The paper draws both on the author's experiences and observations as a former high school mathematics teacher for seven years and also on relevant literature in the field, in discussing these adverse conditions and suggesting strategies to change them. The paper concludes by stressing that teacher leadership should be the fulcrum of any policy development and implementation designed to address female mathematics experiences in the classroom. As part of the conclusion, a suggestion is made for future research in gender equity in mathematics education.

Students with or without disabilities often experience difficulties with abstract math concepts. This paper is intended to help solve the mystery of math concepts through origami construction, a hands-on activity. Students are involved in constructing and deconstructing concepts by folding and unfolding a piece of paper which eventually leads to a three dimensional product. Good teaching practice affords students the opportunity to learn within a constructivist framework. Origami, as an ancient paper art form, activates prior knowledge as well as encompassing hands-on learning, step-by-step instruction, schema building, spatial reasoning and logical concept mapping (Gardner, 1993).

This occcasional paper is a dialog in the form of two separate papers about mathematics education: "Reaching Out to Colleagues and the Public:" A University Mathematician Engages School Mathematics Reform by Reid Davis, and "A Response to 'Reaching Out to Colleagues and the Public'" by Jeff Connor. Their differing views are illustrative of the ongoing debate in mathematics education reform. The discussion centers around the National Council of Teacher of Mathematics (NCTM) "Principles and Standards for School Mathematics" (2000). Many of the differences of perspective are endemic to the operation of all Centers for Learning and Teaching commissioned by the National Science Foundation where mathematics is a concern. The reason for this tension is that the Foundation requires the collaboration of mathematicians and mathematics educators, and prominent representatives of the two groups often take differing positions on the desiderata of mathematics education.

This paper reports on part of a wider study on the teaching and learning of the conventions of formal algebraic notation. Through the analysis of paper tasks given to teachers I argue that not only does the inherent mathematical structure have an effect on the way in which an equation is manipulated but also the visual impact of notation itself. Students' interpretation of arithmetic equations written in words and then structurally similar equations written in formal notation raise issues about when students perceive order which is not strictly left-to-right and the possible significant role the equals sign has in this. (Contains 1 table.) [For complete proceedings, see ED500858.]

Arguing that transformative teacher professional development may require more than a shift in the content of teachers' thinking, this paper examines how the structure of teachers' meaning-making systems might affect their experiences in three mathematics teacher professional development programs. The paper describes the change goals of three teacher professional development programs and their methods for accomplishing those goals. SummerMath for Teachers attempts to support a shift in teachers' paradigms about mathematics and learning by asking them to personally engage with and reflect on mathematics and pedagogy. The Math Case Methods Project supports teachers in re-evaluating and complicating their ideas about mathematics and mathematics teaching through collaborative inquiry into practice via mathematics teaching cases. The Algebra Project seeks to change the expectations of teachers, students, and the broader community about who can learn mathematics through community organizing and introduction of new curricular approaches. This study explores how the change goals and methods of the three courses might be experienced by teachers seeing through the lenses of several developmentally different perspectives posited by the theory of Robert Kegan (1982; 1994). It explains that differences in developmental frames may result in vastly different experiences within the same program. Finally, the paper raises questions about the implications of bringing an adult developmental perspective to bear on both research and teacher education practice. (Contains 56 references.) (SM)

This paper highlights an attempt by two grade 8 teachers, Bulelwa and Kevin, to draw in the everyday in the teaching of mathematics. Though located in different South African contexts and settings, both teachers tend to enable their learners' access to mathematics by rendering the everyday inauthentic. I argue that inauthenticating the everyday is an unavoidable strategy by which the everyday considerations are silenced and not necessarily teachers' lack of empowerment, as it is sometimes claimed. (Contains 1 figure.) [For complete proceedings, see ED496851.]

In this paper we analyze instructional materials supported by a Dynamic Geometry software, which were produced by teachers during an in-service training program. We discuss illustrative examples, as well as the outcomes of the critical discussions that took place during the presentations of these materials by the teachers. In order to analyze these materials, our conception of geometry involved a full spectrum of activities, from concrete exploration and experimentation, through conjecturing, problem solving, and on to formal proof. We also took into consideration results from research on the didactical potential of Dynamic Geometry (DG). It is argued that these programs can help us address fundamental difficulties in developing geometrical thought, as they can provide new representations of geometrical objects. Our aims are to evaluate how close from fulfilling this potential seem to be the instructional materials produced by the teachers themselves and to discuss the main factors influencing teachers' conceptions while developing of these materials. [For complete proceedings, see ED489632.]

The creative mathematics teacher who has love and enthusiasm for mathematics as a curriculum area should be in great demand in all schools. This paper discusses the characteristics of creative mathematics teachers, including those who guide students to engage in divergent thinking; have learners do much creative writing; and integrate creative dramatics, art, and the history of mathematics into their mathematics instruction. It is concluded that the creative teacher encourages students to be authentic individuals who are interested in the originality, novelty, and uniqueness of ideas. (ASK)

As a learning theory, constructivism describes knowledge as being in flux--where an individual internally constructs knowledge through social and cultural mediation. Constructivist learning theorists contend that social activity and discourse must play important roles in order for understanding to occur. This paper describes how the social constructivist view of learning can be useful in the teaching of high school algebra and in the preparation of mathematics teachers. A brief summary of the social constructivist view as a philosophy of mathematics is presented, followed by a review of learning theory associated with school algebra. Implications for the preparation of pre-service mathematics teachers are discussed. (Contains 17 references.) (ASK)

A case study was conducted to examine the implicit beliefs and practices of one white high school mathematics teacher in the context of race. The study explores the subtle ways in which the dominant, hegemonic ideology and discourse saturates everyday life in schools. The teacher studied was a white females mathematics teacher in a small town high school in the Midwest with 19 years of teaching experience. The student population was 67% white, 24.3% black, and the remainder of various ethnicities. The teacher was observed for eight class periods and was interviewed on six different occasions. She saw herself as an advocate for students with special needs and was maternal and affectionate toward her students. She tended to see mathematics as removed from culture, and only related it to the everyday life of students in a superficial way. In a sense, her care for her students may be viewed as paternalistic and hegemonic in that it reifies existing power relationships. While she recognized that personal and family problems are related to systemic problems, she did not make the connection that systemic problems are disproportionately inflicted on people of color. This teacher was in conflict over racism, and inexperienced in discussing issues of race, and she was more likely to attribute discrepancies in mathematics education to family and parent support and the poor teaching of elementary school teachers than to race. However, this teacher expressed willingness to explore issues of race and teaching, illustrating possibilities for change. Some suggestions are offered for promoting teacher dialogue about race. (Contains 27 references.) (SLD)

The Organization for Economic Cooperation and Development (OECD) study, "Innovations in Science, Mathematics and Technology Education" (SMTE), documents 23 projects aimed at enhancing the appeal of science, mathematics, and technology education. The projects began in 13 OECD countries that believed that curricula must be more student-centered and more integrated across the sciences, embracing ethical and economic issues to match important social issues. This paper discusses the implications of reform efforts in relation to the didactical and pedagogical challenges that come with them, discussing how the changes affect the concept of teacher professionalism. A major trend in SMTE is broadening the curriculum framework beyond the subjects to incorporate social dimensions and interests students bring to learning the subjects. For example, the "Voyage of the Mimi" project emphasizes environmentalism, the "Urban Mathematics Collaboratives" highlights community self-help and development, and "Chemistry in the Community" searches for the social relevance of science. The German integrated science scheme, PING, emphasizes the development of responsible social action. The Norwegian science project develops an interest in science in the home. Innovative projects across OECD countries place SMTE in larger and more varied frameworks. The 23 cases provide insights and perspectives on this educational change. Analysis of the SMTE studies suggests that quality in education is dependent upon the positive interaction of each of the responsible and interested parties. (Contains 19 references.) (SM)

The paper shows that the study of mathematics can be organized as a complex learning enterprise integrating manipulative-exploratory play into a newer software tool environment--a dynamic geometry, a spreadsheet, and a relation grapher. The discussion reflects work done in a lab setting with preservice and inservice teachers enrolled in contemporary general mathematics and problem-solving courses. The psychological aspects of learning mathematical concepts through integrating computer activities and some possible implications of the approach for mathematics teacher education are highlighted from a Vygotskian perspective. (Author/MKR)

Romain Bertrand is a middle school math teacher and Opportunity Culture enthusiast. As the 2012-13 school year wound down, he was already thoroughly looking forward to the next--when he will become a multi-classroom leader at Ranson IB Middle School, taking accountability for the learning results of 700 students. At Ranson, a Project L.I.F.T. school in Charlotte, N.C., Bertrand sees the opportunities of its new Opportunity Culture--to extend the reach of excellent teachers to more students, for more pay, and develop other teachers--giving him and others exactly the sort of recognition and respect he says teachers now sorely lack. Bertrand grew up in Avignon, in the south of France, the son of teachers who both went on to become principals. After teaching middle school math in France for five years, he came to the U.S. through the Chapel Hill, N.C.-based VIF International Education, which placed him in Charlotte, teaching seventh- and eighth-grade math for five years. Bertrand began working with Teach Charlotte, a six-week summer teaching academy, where he coached teachers, which prepared him for his current job at Ranson IB Middle School as a facilitator. That led to his role on the school design team at Ranson, tasked with redesigning the school to implement an Opportunity Culture in the 2013-14 year. This article presents an interview with Romain Bertrand.

Post-secondary mathematics faculty members have an important role to play in the preparation of future mathematics teachers at all levels and in the support and professional development of in-service mathematics teachers. This work can be demanding and time-consuming and constitute a significant professional contribution. Some departments now recognize, support and reward this work, while others do not. This article offers a view of this landscape from the perspective of a department chair and provides some suggestions for conversations that could take place within the department, for conversations of practitioners with their chairs, and for conversations across the broader university. In particular, if this work is to be properly valued by departments and institutions, it must be evaluated in a thorough and sustained way. [For the complete volume, "Mathematics Matters in Education: Essays in Honor of Roger E. Howe. Advances in STEM Education (ASTEME)," see ED607653.]

The crucial role of teachers in introducing integers to children is highlighted in chapters 8-10, comprising this section. The three chapters discuss (prospective) teachers' conceptions of integer equations, of children's thinking about integer expressions, and of the role of some didactical models used in teaching integer addition and subtraction. These different aspects of teacher knowledge and conceptions draw an important picture of characteristics and issues that should be taken into account by teacher educators in preparing teachers for teaching integers. In the first part of our commentary we highlight the main contributions of each of the chapters, focusing on the central findings and on important issues brought up by each chapter. The second part offers a meta-perspective of some of the issues by discussing more general educational implications. In this part we also take the opportunity to express our own insights emerging and associated with the ideas presented in the three chapters. [For the complete volume, "Exploring the Integer Addition and Subtraction Landscape: Perspectives on Integer Thinking. Research in Mathematics Education," see ED612853.]

This brief provides an update on the 2005 "CenterView" featuring 8th grade Algebra I (ED485345). It finds that not much has changed in three years with California middle school students still struggling in Algebra I and 32% of middle school math teachers lacking a subject matter credential in math. Because Algebra I is so critically important to students' long-term success in mathematics, the state should set as a high priority that every middle school student in California be taught by a well-prepared and effective Algebra I teacher. The funding for the Algebra I summer institutes was eliminated; these institutes should be reinstated.

American students today have limited interest in studying mathematics and science, and academic achievement in these two foundational disciplines is demonstrably low. This reality poses an acute challenge to our ability to keep American society intellectually vibrant and to ensure that our economy is globally competitive. This Business-Higher Education Forum (BHEF) report urges that achievement for all students in mathematics and science and attraction of more individuals into science, technology, engineering, and mathematics (STEM) careers be viewed as a national imperative, and acknowledges that accomplishing such goals will require transformational change in the nation's educational system, in particular, our mathematics and science teaching workforce. Two issues are identified as fundamental: (1) Quality of the teaching workforce; and (2) Growing shortfall of teachers. The report provides an action plan to address these issues and ensure that every child has a teacher with the content expertise, pedagogical mastery, and professional support necessary to develop the skills needed to succeed in a dynamic global economy and society. This plan focuses on transforming three key components that contribute to a robust, world-class teaching workforce: (1) Recruitment, including teacher enlistment strategies, preparation programs, and licensure; (2) Retention, encompassing strategies and programs to keep new teachers in the classroom and retain experienced teachers; and (3) Renewal, focusing on teacher professional development, license renewal, and assessment of teacher quality/student outcomes. BHEF advocates that business and university leaders, in concert with partner stakeholders, collectively work to create and sustain a mathematics and science teaching workforce of the highest possible quality, synchronizing response from both national and local levels, and starting with four coordinated actions: (1) Establish a national consortium among key stakeholders that would elevate the status of the teaching profession and promote teacher recruitment, retention, and renewal; (2) Advocate for new and expanded federal policies that address teacher recruitment, retention, and renewal, including key provisions in the Higher Education Act, the No Child Left Behind Act, and National Science Foundation appropriations; (3) Encourage each state to conduct a thorough and detailed assessment of teacher recruitment, retention, and renewal to guide state policy; and (4) Participate in and expand state and regional P-16 education councils to include a stronger focus on teacher recruitment, retention, and renewal, and on coordinating reform efforts among stakeholders. Suggested stakeholder roles for the Federal Government, State Governments, School Districts, Higher Education, and Business/Foundations are appended. (Contains 87 endnotes.)

This essay, written for mathematics educators, addresses a series of questions related to the development of curriculum in mathematics education. The case is made that mathematics curriculum must be evaluated continuously to stay abreast of recent research results and needed trends. Also addressed is the question of how much mathematics instruction students should have. The advantages and limitations of standardized tests are discussed, and the case is made for portfolios as an effective way of recording student achievement. The final topic of discussion is the importance of philosophies of teaching and learning for practice. (Contains 10 references.) (MM)

Without question teacher leadership is more important today to the success of America's schools than it has ever been before. As schools and the populations they serve have grown in size and complexity, principals can no longer be expected to be the sole, or even the primary, source of instructional leadership. This realization has come about as a result of the series of reform waves that swept across the American educational landscape during the past two decades. Although teachers traditionally have had limited authority to exercise control over conditions that affect students in their classrooms, school boards and school administrators traditionally have exercised almost total control over conditions that have shaped the working lives of teaches. The results of systematically excluding teachers from meaningful participation in decision making over the years should have been all too predictable--stagnation of the teaching profession and the failure of American schools. Nowhere is teacher leadership more needed than in the highly technical and critical content areas of science and mathematics. In addition to a discussion of the conditions that have led to the realization that teacher leadership is no longer a luxury but a necessity if schools are to succeed, this chapter gives attention to the need to professionalize teaching by promoting teacher leadership. The qualities and characteristics of teacher leaders as reported in the literature are summarized and the chapter concludes with a description of the challenges that confront educators in their attempts to embrace teacher leadership. (Contains 16 references.) (Author/MVL)

Teachers of mathematics are leading a nationwide effort to bring about a complete redesign of both school and college mathematics programs by setting new and more demanding standards for what students must learn about mathematics, as well as for what teachers themselves must accomplish as professionals in the classroom. This brief document is directed to local school boards, school administrators, parents, college and university faculties, policymakers and government, business and industry leaders, members of the media, and teachers. In several short sections it describes why significant change in mathematics education is necessary, what steps have been taken thus far to bring about such change on a nationwide basis, and how demanding the challenges are that teachers face in carrying out the task. The document ends by describing specific actions that can be taken to support the efforts of mathematics teachers to meet the high standards they have set for their profession. Twelve references are followed by lists of members of the Mathematical Sciences Education Board and related publications. (JJK)

This paper is intended to provide a basis for discussion about staff development in the mathematics education community. It is directed to those who plan staff development programs intended to improve elementary mathematics teachers' classroom practice. Discussion includes the importance of establishing program goals and considerations of the knowledge base of teachers attending the staff development program. How teachers learn, their stages of development, the amount of administrative support they receive in their schools, and the teachers' sense of efficacy are also stressed as important to program planners. Included are 23 references. (DC)

For the remainder of the century, large numbers of students will transfer from two-year to four-year colleges. In light of this, two- and four-year mathematics faculty need to sharpen their understanding of each other and to plan improved interaction. The problem in communication between two- and four-year mathematics faculty comes from living in different and separate worlds and a tendency to stereotype the other--two-year faculty are seen as being without standards and as pseudo mathematicians; while the four-year faculty are viewed as aloof and ineffective with undergraduate students. Both groups need to recognize that the other has unique and important contributions to make in a dialogue. The two-year faculty members need to visit the four-year campus to teach, work, and experience the environment that their students will encounter. The four-year faculty must recognize the outstanding teaching that generally takes place at two-year colleges. Both have to work together on projects that benefit them mutually and their students. In particular, they need to discuss curriculum and standards, the entry-level preparation of incoming students, and details of mandated common state curricula where these exist. Both groups should begin by treating each other as equals and should interact, particularly at the local level, to develop mutual respect as the foundation for future cooperation. (Author/HB)

For American Indian students, math anxiety and math avoidance are the most serious obstacles to general education and to the choice of scientific careers. Indian students interviewed generally exhibited fear and loathing of mathematics and a major lack of basic skills which were caused by a missing or negative impression of the mathematics capabilities of Native Americans, a generally negative image of mathematicians and scientists, dislike and fear of math forms without visible application to daily life and which require abstraction as a major tool, a perception of math courses and requirements as rigid, and a self-perception, often fostered by school couselors, of hopeless inadequacy in math skills. Because most of the students interviewed had attended public schools the implication is that public school math and science preparation is lacking for all, but especially for minority students. Changing math instruction can help remedy the situation. Some successful attempts at math instruction for Indian students employ a supportive atmosphere for math learning; individualized, non-competitive programs, tutorials, math anxiety clinics, exposure to Indian role models, courses with an applied focus directly related to a career or community need, and initial math skills education based on everyday mathematics. (SB)

Oberlin College's strength in science and mathematics is discussed by its president, along with the state of these fields in the United States and the contributions that liberal arts colleges can make. Of concern nationwide are declining enrollments in science and mathematics, low performance in these fields of U.S. students compared to other developed countries, and a projected future undersupply of math and science teachers. Oberlin College's strength in the sciences and mathematics is due in large part to the quantity and quality of student-faculty contact. Faculty members, rather than graduate students, teach undergraduates at the college, and Oberlin faculty also involve undergraduates in their research projects. The college emphasizes fundamentals and breadth, since only one basic introductory course per scientific discipline is offered. The recruitment of the gifted in science and mathematics is a priority at the college, which also has created over 33 new science and mathematics courses since 1983. Competitive salaries, grants, and paid research leaves are important to recruiting faculty, and well-equipped laboratories and an overall climate favorable to science and mathematics are also emphasized. (SW)

A survey was conducted of teachers and administrators from schools for the deaf to analyze the poor mathematics performance of deaf and hard-of-hearing students. The insufficient training of deaf education teachers in mathematics, based on the National Council of Teachers of Mathematics (NCTM) Professional Teaching Standards and the proposed professional standards developed by the Council on Education of the Deaf, was examined. Results indicated that teachers were inadequately prepared: (1) only 25 percent of the teachers held a higher education degree in a mathematics-related field; (2) within the grade 9-12 category, just 51 percent had majored or minored in a mathematics-related field, as opposed to 81 percent of regular education mathematics instructors at this level; and (3) teachers at the grade 9-12 level reported having taken a mean number of only 7.5 mathematics-related courses. In terms of professional development, survey results noted that 60 percent of K-12 teachers had attended no school-sponsored mathematics in-service sessions within the previous year, while almost 40 percent attended no outside sessions; 65 percent belonged to no mathematics organizations; and 64 percent indicated reading no more than one mathematics publication. Recommendations are offered to better prepare teachers in mathematics, including making mathematics education a priority; having administrators take a more proactive role in increasing the competency of mathematics teachers; having deaf education teachers involved in mathematics join professional mathematics organizations, attend conferences, and read related publications; and having professional organizations focus attention on special populations. (Contains 13 references.) (CR)

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)

Analyzes the tension between the traditional foundation of efficacy in teaching mathematics and current reform efforts in mathematics education. Presents suggestions for research to chart the development of, and change in, mathematics teachers' sense of efficacy. Contains 56 references. (Author/MKR)

Presents an overview of Chester Finn's and Zalman Usiskin's criticisms of the National Council of Teachers of Mathematics (NCTM) Standards and suggestions for improvement to the Standards. (AIM)

Suggests that children enter school with a great deal of informal intuitive knowledge of mathematics that can serve as the basis for developing much of the formal mathematics of the primary school curriculum. Describes a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or spontaneous knowledge about students' mathematical thinking. (AA)

Presents an "Africentric" approach to mathematics education built on the thinking and realities of African American children. The article explains what constitutes a foreign pedagogy to African American students and describes a three-year collaborative project with a middle school teacher who has implemented a pedagogy of social change in her mathematics classes. (SM)

Discusses the process of change in one's teaching including having a mission, choosing a positive attitude, implementing change, and adopting personal standards. Describes the use of teams of four students as an example of implemented change. (MKR)

Relates one secondary geometry teacher's experiences learning and using the computer program "Geometer's Sketchpad." The article describes the program and provides examples of ways this teacher uses it in combination with more traditional teaching tools. (SM)

Discusses the views and attitudes of 7 mathematics teachers, 19 7th- and 10th-grade students, and others participating in a pilot curriculum development program stressing active methodologies and group work. Teachers approved of the new orientations but complained about the design and implementation of the program. (Contains 24 references.) (Author/MKR)

Contrasts the author's experiences teaching mathematics in Russia and as an immigrant to the United States. The author is particularly critical of the emphasis on grades and formal records in American higher education. American education is often guilty of confusing good grades or a degree with competence. (SLD)

Discusses the images and stereotypes of mathematics and mathematicians among mathematicians, mathematics teachers, and nonmathematicians. Provides examples from literature and the arts, and explains how and why a certain image of mathematics is formed at school. (Contains 27 references.) (MDH)

Presents the experiences of a Russian mathematician teaching in Russian and American Universities. Topics discussed include what was taught, the importance of grades, cultural and parental factors, mathematicians' attitudes toward teaching, and some problems in elementary mathematics. (MDH)

Presents fundamentals of the author's approach to teaching, drawn from her experiences in New York City concerning (1) caring; (2) high expectations; (3) creating interest; (4) keeping students busy to avoid discipline problems; (5) performance-based assessment; and (6) parent involvement. Techniques and tactics for teaching mathematics are also presented. (SLD)