In his presidential address to the Australian Association of Mathematics Teachers, the writer, who is a research mathematician, discusses relationships between research mathematics and mathematics education. (SD)

The need to emphasize logical thinking with students but to avoid insistence on rigorous formal proofs for every topic covered is discussed. An obituary about the author precedes this article. (DT)

Four distinct stages in the learning process are identified, and the roles of teacher and student at each stage are discussed. (SD)

The author, an English teacher, presents his views on mathematics teaching. He then discusses themes of learning theories and structure, where advances in the understanding of language and learning may suggest ways of improving mathematics teaching. Suggestions for reformation are included. (MNS)

This presidential address to the Australian Association of Mathematics Teachers discusses some problems surrounding the teaching of mathematics and argues for an approach that would blend together the learning and applying of mathematics. (MP)

In this speech before the Australian Association of Mathematics Teachers, the author discussed educational issues in the United Kingdom in relation to seven programs in mathematics curriculum development. (SD)

The steps involved in producing a course of study for students in years 11 and 12 are traced. General goals for education are discussed, and curriculum development efforts are described. Selected mathematics courses are described in detail. (DT)

Arguing for a mathematics curriculum based on pure mathematics, the author suggests that applications be used for motivational purposes. (SD)

In this speech on "The Future is Related to the Past", the parameters for mathematics education as determined by future society and by education systems are discussed, and implications for the learning of mathematics are considered. Responsibilities of mathematics educators are detailed. (DT)

Conference addresses by John Mason and Vern Treilibs are summarized. Mason considered teachers' challenge to change, suggesting that teachers must become researchers. Treilibs discussed the role of applications in the curriculum. (MNS)

A brief overview of the history of elementary and secondary mathematics education in England is given; the topics of sets, vector spaces, computers, statistics, and geometry in the modern mathematics curriculum are discussed. (DT)

In this speech before the Australian Association of Mathematics Teachers, the author argues that guidelines must not be taken at face value, for they are often deceptively simple. A hopeful sign for the future is the emergence of mathematics teachers who are involved in developing effective teaching strategies. (SD)

In this speech before the Australian Association of Mathematics Teachers, the author traces the development of the mathematics program in an open secondary school, and discusses the successes and problems of the program. (SD)

In this speech, given at an Australian in-service teachers conference, the author discusses the current controversy over mathematics curriculum and makes several specific suggestions. (SD)