Discusses the transformation of women and mathematics and the papers contained in this special issue. Questions whether women are changed by mathematics or if mathematics can and is being changed by them. (MKR)

Explores the interaction of gender, sex-typed toys, and the construction of the mathematical topic of fractions as it is taught in schools. (MKR)

Presents background information about Vygotskian theories. Describes Vygotsky's Zone of Proximal Development (ZPD). Discusses a model of attitude development that incorporates the ZPD, meta-awareness, the components of an attitude, and factors influencing attitude development. Suggests educational implications. (45 references) (MDH)

Focuses on the language used by elementary mathematics teachers and its relationship to students' understanding of mathematical concepts, as well as their misconceptions. Describes eight situations in which the use of precise, formal mathematical terms could be replaced by informal language, particularly when introducing new concepts. (TW)

Recent contributions from theory, research, and practice in second-language instruction are discussed in relation to mathematics education. Three methods of teaching and learning second languages are described--"Delayed Oral Production," the "Silent Way," and the "Counseling Learning/Community Language Learning." (KR)

Discussed are some situations students face that result in cognitive conflict, possible sources of these conflicts, and strategies which students use to resolve, remove, or circumvent them. A global account for observed systematic errors is offered based on a general problem-solving rule called the "Matching Rule." (KR)

Discussed are inconsistencies and cognitive conflict with respect to current mathematical knowledge of students and how that knowledge might be modified is discussed. The inconsistencies that students generate for themselves and those produced by the teacher are described. (KR)

Discussed are possible reasons behind the inconsistencies in the learning of calculus. Implicated are students' beliefs, mathematical paradigms including concept image and concept definition, language use, and curriculum sequencing. (KR)

Discussed are the issues of inconsistencies and compartmentalization and the use of inconsistencies in the classroom. Included are discussions on paradoxes, the naive student, logical reasoning ability, and the development of the students' cognitive structures. (KR)

Discusses a system of classification for students' inconsistent ideas in mathematics, the sources of students' mathematical inconsistency, and instructional strategies for helping students to resolve apparent learning inconsistencies. Language, curriculum, and instruction are included in the discussion. (KR)