There is extensive literature on gender and the nature of science, three aspects of which--philosophy, pedagogy, and epistemology--make effective starting points to ask questions about gender and mathematics similar to those asked in science. (56 references) (Author/MKR)

A computer-based college course covering the exact and complete theory of logical inference is described. Student's performance and their evaluation of the course are discussed. (SD)

The aims of lectures for large groups of mathematics students are examined. Various matters pertaining to effective lecturing (selection of content and student feedback, for example) are explored, and the future of large group lectures is discussed. (SD)

A process of teaching fractions is detailed that respects pupil ideas and concept images and builds on these in a way that helps children to develop personal algorithms. This approach is an attempt to get away from perceived one-sided views found in most textbooks. (MP)

Typical classroom conversation of teachers and pupils during examples of mathematics instruction are analyzed. The importance of references as essential parts of speech acts in conversation is emphasized. (MP)

A case is presented for the importance of focusing on: (1) average ability students; (2) substantive mathematical content; (3) real problems; and (4) realistic settings and solution procedures for research in problem solving. Suggestions for ways to modify existing applied problem solving materials are given. (MP)

The role of the inductive approach and the deductive method in teaching and learning mathematics and the goals of teaching mathematics are discussed. The value of the use of the inductive method is stressed. (FL)