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The welfare of mathematics, as a scientific discipline and as a service provider for other sciences and technology, will, in the future, very much depend on how well the profession continues to enrich, to preserve, and to archive the mathematical scholarly literature, its common heritage. It will also depend on the fact that the mathematical scholarly literature remains part of humanity's knowledge commons and that it is not gradually confiscated for the benefit of restricted circles. This paper concentrates on documentation issues for mathematics. It discusses the importance of the scholarly literature for mathematics, the needs of mathematicians--as far as documentation is concerned--and it presents some of the actions that have been undertaken, in particular in France. The approach of the Cellule MathDoc, which in collaboration with the Reseau National des Bibliotheques de Mathematiques has set up services for the French mathematics community, is illustrated with three examples involving databases, contents service and electronic journals, and a digitization program. The following principles are promoted: (1) consortial agreements should be based on lists of journals rather than based on whole catalogue offers; (2) enough print subscriptions should be maintained as long as long-term access to digital content is not secured; (3) as documentation is concerned, institutions should take global budget approaches leaving room for smaller publishers, thus concurring to maintaining the diversity of journal offers; (4) keep a reasonable balance between journals and books collections; (5) libraries should inform the academic communities on pricing issues and institutions should encourage scientists to take journal policies into account before deciding to submit papers or to do referee work; and (6) scientists and specialised librarians should be invited to participate in the negotiations with publishers. Includes a list of URLs. (Contains 9 references.) (AEF)

This study occurred as part of a project entitled Collaboration for the Enhancement of Mathematics Instruction (CEMI). CEMI is a partnership involving middle and high school mathematics teachers, university mathematicians, university mathematics teacher educators, and pre-service secondary mathematics teachers. The purpose of the study is to examine how a multimedia case is perceived by four groups of people with diverse backgrounds and common interest in mathematics teaching and learning--pre-service secondary mathematics teachers, in-service secondary mathematics teachers, university mathematicians, and mathematics teacher educators. This research also considers the interactions of these groups as they meet both online and face-to-face to discuss the multimedia case. The multimedia case study "Making Weighty Decisions" was used to assist the four cultures in understanding each other's perspectives on mathematics teaching and learning prior to beginning collaborative lesson planning. (KHR)

This paper discusses the theories of conceptual change and how they explain the difficulties in mathematics learning, especially in enlarging the number concept. Two studies are presented, one of which examines the research questions: What is the role of prior knowledge in students' answers to questions about the density of rational and real numbers? and Do theories of conceptual change explain the difficulties students have in learning these concepts? Ten university professors of mathematics were interviewed about their personal learning histories as professional mathematicians, and were asked what they remembered about the initial learning of the real number concept and how they currently conceptualize the numbers system. The main result from the interviews was that most of the professors remembered that learning to understand the notion of real numbers was something unique, and it required them to move into a new kind of abstract thinking, free from the constraints of prior mathematical intuition. In the second study a number concept test was administered to 640 calculus students (aged 17-18 years) from 24 randomly selected Finnish upper secondary schools in the usual classroom conditions. The test included identification, classification, and construction problems in the domain of rational and real numbers. The role of the students' prior knowledge was then analyzed using their answers to four critical questions. Results from the second study indicate that the process of knowledge acquisition, especially in mathematics, involves restructuring as well as enriching one's prior knowledge structures, which can take place at many different levels. (Contains 30 references.) (ASK)

Project SEED is a U.S. nationwide program in which professional mathematicians and scientists from major universities, research corporations, and the community teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children on a daily basis as an extra-period supplement to their mathematics program. The mathematicians and scientists teach the children through a Socratic group discovery format. Initial topics are chosen from high school and college algebra to reinforce and improve the students' critical thinking and computational skills. The impact of Project SEED instruction at the third-grade level in the Detroit (Michigan) Public Schools was studied. When 523 students who had received Project SEED instruction were given an evaluator-developed test of abstract algebra they achieved a mean of 9.10. This compares with a mean of 3.94 achieved by 133 comparable students who did not receive Project SEED instruction. When 302 Project SEED students were matched with an equal number of students without Project SEED instruction, SEED students out performed comparison students on all three unadjusted measures of mathematics achievement. The attitudes of 462 students in Project SEED were overwhelmingly positive, and 96% of the 25 teachers surveyed thought that the program was notably effective. The 9 principals surveyed were very positive about the program, as were the vast majority of the 267 parents surveyed. In Detroit, as in other cities studied, almost all (97.2%) of teachers said that they would like to see the program used in more classrooms. Four appendixes contain mathematics posttest questions, the student survey, the teacher surveys, and principal and parent surveys. (SLD)

The societal perception that mathematics is absolute and infallible reinforces a transmission pedagogy and is considered to be a major stumbling block for women returning to study mathematics. Children at risk in mathematics are found to rely on rules and procedures and similar findings are evident with adults. A reliance on rules is consistent with an epistemological perspective that knowledge is absolute and external to the self. This paper is work in progress on the usefulness of two feminist epistemological frameworks to understand the experiences of women returning to study mathematics. Two contexts in the further education sector are included in the study, a Community House and a TAFE college. (Contains 47 references and 8 tables.) (Author)

In an attempt to unearth the characteristic communication practices of mathematical seminars, the perceptions and beliefs about them held by regular attendees, and the normative ideals about communication in the mathematics community, this paper considers how communication in math is an integral part of how mathematicians do their work. Responding to Karen Tracy's study of intellectual discussion "Colloquium: Dilemmas of Academic Discourse", the paper argues that the construction of "equality through expertise" is the major belief affecting seminar practices and discussion in mathematics. This belief contributes to a portrait of the math world and the academy in general. Examining mathematical seminars, thus, expands notions about intellectual discussion in the academy and challenges notions about the dichotomy between the cognitive sciences and the social sciences. The math community's definitions of interplay of equality and expertise are developed. Briefly describing the role of seminars in mathematics generally and at the ethnographic site, the data is described, and the method used to gather and analyze it is explained. The paper discusses the participants and regular seminar attendees studied and outlines how they described the atmosphere of their seminars, especially with regard to the culture of mathematics, seminars in the math department, and seminars in science. (Contains 30 references and 36 endnotes.) (ASK)

The purpose of this paper is to describe experiences evaluating the effectiveness of the Mathematicians and Education Reform (MER) Forum, a network of research mathematicians interested in educational issues. After a brief description of MER, three traditional evaluation models are considered to illustrate shortcomings found with using these models for network evaluation: quasi-experiments, objectives-based evaluation, and responsive evaluation. Finally, brief scenarios are constructed of how each of these models might be applied to the MER evaluation. In each of these three hypothetical scenarios, conclusions are proposed that seem viable. (MKR)

Educators can learn to use the unique cultural aspects of their students to create a learning environment that fosters the acquisition of mathematics concepts and principles. When teaching students in a multicultural setting, it is important to build on the student's intuition of the subject matter, to base instruction on situational story telling, and to establish within the student a strong number sense. When possible, everyday fun-type problems should be incorporated into teaching strategies. Studying the history of mathematics can sometimes help explain why things are done, and presenting the chronological as well as logical reasons for a mathematics idea can help achieve teaching for understanding. The following strategies are particularly useful in teaching students from culturally diverse backgrounds: (1) use cooperative-learning groups; (2) use modern techniques and technology; (3) use supervised practice and time with individual students; (4) learn the special cultural needs of each student; (5) respect the sources of difference and adapt teaching strategies; and (6) discuss the history of mathematics and the contributions of diverse mathematicians. (Contains 18 references.) (SLD)

Project Special Elementary Education for the Disadvantaged (SEED) is a nationwide program in which professional mathematicians and scientists from major universities and research corporations teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children on a daily basis as a supplement to their regular arithmetic programs. Instruction is through a Socratic group discovery format. In the Detroit (Michigan) public schools the program was used with all levels of students. This evaluation considers 16 SEED fourth-grade classes in 13 elementary schools. Mathematics achievement was measured with the California Achievement Test and compared with achievement in classes and schools without SEED instruction. Impact was also judged through questionnaire responses of 12 principals, 13 teachers, and 244 parents. Results suggest an immediate impact of SEED participation, with improvement in mathematics total scores, computation, and mathematical concepts. The comparison groups lost ground in everything but mathematics concepts, and growth in that area was much less than that of SEED students. Ten tables present study data. Appendixes contain the principal and teacher questionnaires. (Contains 4 references.) (SLD)

Project Special Elementary Education for the Disadvantaged (SEED) is a national program in which professional mathematicians and scientists from universities and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children as a supplement to their regular mathematics instruction. In the Dallas (Texas) public schools the Socratic group-discovery approach of Project SEED was used with all grade levels in elementary schools with high percentages of minority and low-income students. The 1990-91 evaluation considered the impact of Project SEED on students in the Dallas Learning Centers program as well as on those not in the Learning Centers. Achievement test results of more than 1,300 students in grades 4 through 6 were compared with those of non-SEED students. An immediate impact could be measured after one semester of SEED instruction, and there was a cumulative impact of more than one semester. Retention of mathematics skills was apparent as long as 4 years after SEED instruction, and Project SEED students were more likely to enroll in advanced mathematics in secondary school. Twelve tables and five figures present evaluation findings. (Contains 4 references.) (SLD)

In the United States female and male students supposedly have the same educational opportunities. Females continue to score below male students on the mathematics portions of standardized tests and less frequently choose mathematics-oriented careers. In this experimental study (n=95), 47 first-year algebra students participated in a month-long Specialized Supplementary Curriculum Component (SSCC). The SSCC included exposure to three female speakers who used mathematics in their careers and four lectures with follow-up activities about historical female mathematicians. Data for the control group (n=48) and the experimental group (n=47) were analyzed using one-tailed t-tests. Results indicated that students' attitudes toward careers in mathematics and the personal importance of mathematics were significantly improved. Students' attitudes also reflected less stereotyping of mathematics as a male domain. (Author)

Project Special Elementary Education for the Disadvantaged (Project SEED) is a nationwide program in which mathematicians and scientists from academia and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school students as a supplement to their regular arithmetic classes. A Socratic group-discovery format is used. In its implementation in the Dallas (Texas) public schools, SEED was used with all levels of children in schools with high percentages of minority and low-income children. The 1989-90 evaluation considered the program's impact on the achievement of more than 3,000 students who had one, two, or three semesters of SEED instruction in grades four through six. The achievement these students attained was compared, using longitudinal information where possible, with that of non-SEED students through the use of Iowa Tests of Basic Skills scores and other measures. Impact of one, two, and three semesters was apparent, with the minimum at 2.2 months (1 semester, in problem solving) and the maximum at 9.0 months (computation, after 3 semesters). Project SEED students were also more likely to enroll in advanced mathematics in secondary school. Evaluators recommend that the program be expanded to as many students as possible. Thirteen tables present evaluation findings, and two appendixes contain an additional 13 tables of findings from prior program evaluations. (SLD)

This report examines the representation of women and minorities in the science, mathematics, and engineering fields and addresses the sources of current trends and issues for the future. The first section, "Demographics and the Science and Engineering Talent Pool", addresses the expected shortfall of more that 400,000 science and engineering personnel by the year 2000 and the general demographic changes eroding the science and engineering workforce. A section titled "The Topography of the Educational Pipeline for Minority Students" looks at school systems and curricula, teacher perceptions of students, student attitudes, and the performance of minority students in the precollege curriculum. The third section, "Enrollment in Science and Engineering Minority Groups: Trends by Gender and Ethnicity", discusses Blacks, Hispanics, Native Americans, and women. The following section, "Participation of Minorities in Higher Education", describes factors affecting participation, shortages of minority faculty and administrators, the historically Black institutions, the major research universities, and liberal and community colleges. A section titled "Programs and Strategies for Minority Student Enrichment" covers federal and state involvement and privately sponsored programs. A final section outlines policy issues. Statistical data are presented in 8 tables and 3 graphs and 205 references are provided. (JB)

This article expands on findings from a study that found grandfathers and grandfathers of children with autism were over represented in the field of engineering. It presents additional evidence that engineers are still over represented, even when one takes into account an over representation of professionals among fathers of children autism. (Contains references.) (Author/CR)