Investigates the extent to which visual considerations in calculus can be taught and be a natural part of college students' mathematical thinking. Recommends that the legitimacy of the visual approach in proofs and problem solving should be emphasized and that the visual interpretations of algebraic notions should be taught. (YP)

Content analysis of 7 mathematics textbook series, grades 1-8, found that textbooks published after 1989 (when NCTM Standards were published) showed shifts of emphasis among content areas; changes in amount of content development, drill, word problems, and problem solving; and increased use of estimation and calculators. (13 references) (MKR)

Describes environments for concretely enacting multiplication and division. Discusses difficulties occurring when students use one of the concrete environments to model situations involving modified environments. (YP)

Describes learning difficulties students may have with the basic notions of linear algebra and three phases of abstraction. Discusses results of a program based on the abstraction process. (YP)

Suggests that involving Russian experts in solving concrete educational problems and providing curriculum development in the United States could be very useful. A primary goal would be to change the attitudes and beliefs of teachers and to extend teachers' views on teaching mathematics. (AIM)

Describes mathematics education programs in Texas schools. Emphasizes the mastery of skills and concepts, as well as problem solving. Presents the philosophies of the mathematics programs for elementary schools, and for grades seven and eight. Addresses remediation, enrichment, time allotment, content, recommended manipulative materials, and…