Discusses how a teacher might bridge the gap between the professional mathematician (and finished mathematics) and the learner who sees only a small part of mathematics. Includes suggestions about basic rules of inference and a few elementary examples of simple proofs using these rules. (Author/MKR)

Discusses the mathematical, philosophical, and pedagogical problems in the theorem of mathematical induction. Argues that mathematical induction is a meta-theorem, that is a theorem within a theorem, whose pitfalls and illusions of rigor should be discussed before implementation into the school curriculum. (MDH)

This special issue contains a collection of 2 editorials and 15 articles concerning the Curriculum and Evaluation Standards for Mathematics which were produced by the National Council of Teachers of Mathematics in 1989. Sections include "Background,""Implementation,""Issues," and "Reactions." (CW)

Explores the history of geometry at the secondary level and discusses criticisms, suggested revisions, and reasons for the lack of evolution in secondary geometry. Recommends that teachers develop a broader knowledge of geometry, use supplements to the textbook, advocate changes in textbooks and tests, utilize coordinate geometry, and rethink the…

The goal is to make some suggestions that may be useful to teachers in meeting the mathematics needs of the noncollege-bound student. It is felt teachers can motivate pupils with problems that are relevant and practical. Further, teachers need to approach mathematics from a realistic point of view. (MP)

Discusses components of success for students, such as self-confidence, understanding, competence, communication, enthusiasm, significance, and persistence. Discusses components of success for teachers, such as student-centeredness, urgency, commitment, creativity, expectations, surprise, and self-direction. (YP)

Discusses the need for curricular and instructional integration of science and mathematics. Describes some reports supporting integration and some curriculum projects that include integration. (YP)

Investigates superintendents' needs in mathematics and science instruction. Used was a Likert-type questionnaire covering teacher quality, teacher supply, minority access, materials and equipment, and curriculum for non-academic students. A follow-up telephone survey examined the types of materials and equipment most needed. (YP)