As members of a research group taking initial steps for creating mathematics curriculum in an Indigenous language (Yakama Ichishkíin), we engaged with an unanticipated outcome: the ways Indigenous identities and homelands are fractionated, as part of ongoing colonizing harm. Our work centers on how mathematics instruction can help heal, by…

By combining linguistic analysis with metaphors for mediating between a body of knowledge and teaching practice, we exemplify curriculum developers' voices in teacher guides. We discuss two types of voices, that of the Expert, who talks through the teacher and restricts the pedagogical agency of the teacher, and that of the Philosopher, who speaks…

The Math Wars have been raging since the 1990's in the United States, where the world of mathematics education has become polarised into two camps: the reformers and the traditionalists. In this article I explore the background to the Math Wars, with specific reference to conflicting ideologies of mathematics education. I draw parallels with…

The curricular structure of Taking Action is described and analyzed as a form of culturally responsive and culturally specific pedagogy. In this design structure, students reconsider what they have done and identify key aspects of their experience. Based on this reflection, they design a way to interact with people outside of their class in order…

Examined is the extent to which the current trend favoring full integration of LOGO into the mathematics curriculum responds to the current extensions of the LOGO environment, beyond its original applications within the authentic mathematics curriculum, proceeding into the domains of visual arts, physics, and composition, for example. (JJK)

Given the recent reconceptualizations about the nature and the role of writing within the mathematics curriculum, the proposal to instigate similar reconceptualizations, regarding the nature and the role of reading mathematics within curricular designs, is discussed with respect to appropriate strategies and relevant contexts. (JJK)

The aim of this article is to provide a conceptual picture of a "Mathematics and Society" curriculum. Examples of such curricula are described, along with discussion of ethnomathematics and self-generated mathematics, the social institution of mathematics, critical thinking and conscientization, and policy issues. (MNS)

Discusses using the computer to promote versatile learning of higher order concepts in algebra and calculus. Generic organizers, generic difficulties, and differences between mathematical and cognitive approaches are considered. (YP)

The focus is on aspects of learning and teaching mathematics in which the "distance" between the mother tongue of the learner and the language which dictated the design of the curriculum plays a major role. Illustrations concern students in Botswana. (MNS)

Outlines the history of the mathematics curricula provided to Palestinians under four different governmental systems. Provides details of curriculum development activities and speculates about the reasons for little or no change in approach to mathematics education over time. (DDR)

Presents the view that deductive mathematical proof offers the purest form of how to distinguish right from wrong. Investigates students' understandings of proof and the proving process in mathematics. Contains 32 references. (DDR)

Discusses the responses of mathematics teachers to the use of videotape recordings of mathematics teaching as a possible solution to the problem of teacher isolation. (Contains 20 references.) (MDH)

Discussed are supercalculator capabilities and possible teaching implications. Included are six examples that use a supercalculator for topics that include volume, graphing, algebra, polynomials, matrices, and elementary calculus. A short review of the research on supercomputers in education and the impact they could have on the curriculum is…

Focuses on the activity system of school-teaching mathematics and the impact of mathematical modeling. Describes the Applications of and Modeling in School Mathematics Project (AMSMAP) which investigates teachers' mathematical modeling and its relationship to a hypothesized school mathematical modeling activity system. Discusses the notion of an…

Presents and discusses numeracy as an everyday competence in which mathematics is an integrated but identifiable part. Describes differences between numeracy at work and mathematics in school from the study of semi-skilled workers' tasks and functions. Outlines possible consequences for adult vocational education. (KHR)