The report "Mathematics Counts" or, in what became common parlance, the "Cockcroft" report was an unusual government report on a significant aspect of the school curriculum. Unusual because the author, William Cockcroft produced a set of ideas to which teachers of mathematics could relate and respond. It was said by one…

Draft curriculum documents offer a glimpse of the future. They demand a response as all too often the devil is in the detail. What are the devils and maybe demons that await primary mathematics? This forensic consideration of the content of the draft curriculum for primary mathematics catalogues a lack of evidence to underpin proposals. Is the…

The author congratulates members of the Association of Teachers of Mathematics (ATM) on celebrating the 50th anniversary of their annual conference. These conferences have kept the spirit alive from the early years, especially the engagement in investigative, collaborative, and reasoning activities. In the 50th year as an association, the author…

One may have heard of Bowland maths and will know something of the "case studies" that were published in 2008. These are substantial mathematics projects, taking five hours, or more, to complete. Most are set in real or realistic contexts, like "designing a smoothy"--Product Wars, or "devising plans to improve road safety"--Reducing Road…

This article is concerned with the professional development of mathematics teachers. It starts with a need, identifies a problem, and suggests some ways of coping with the problem. The need is for teachers to develop mathematical communication and reflection skills in their practice. There is a widespread agreement that these skills are an…

Described is the new mathematics program which has been and is being developed in Ghana. The curriculum seeks to relate more closely with the experiences of the students and is less formal than traditional programs. (CT)

A response from the Standing Conference of Associations concerned with Mathematical Education (SCAMES) to the Draft National Criteria for Mathematics is presented in its entirety. The response is divided into eight sections of comments to match the structure of the Draft Report. Many perceived weaknesses are noted. (MP)

Examined is the teaching of mathematics for six to eight year olds in one classroom in Denmark. Examination is made of the textbook; discussion; activities; workcards; supplementary exercises; topic work; and games. Evaluation is designed to help students improve. (MP)

An example of an unrealistic "real world" problem from the National Assessment of Educational Progress highlights a comparison of school and "folk" mathematics. The failures of typical problems taught in school and some suggested remedies are featured. (MP) Aspect of National Assessment (NAEP) dealt with in this document:…

The view that the teaching and learning of mathematics should relate in some significant way to the teaching and learning of reading is promoted. (MP)

The activities of Institutes for Research in Mathematical Education in France are discussed. (SD)

The need for common content in A-level mathematics courses in England is discussed. Considerations include the type of student, needed skills, and strategies. (MK)

Some attempts to create situations where students work enthusiastically at mathematics are reviewed. Many approaches and items that could be used to generate pupil enthusiasm are presented. (MP)