Twenty teacher-made multiple choice items in mathematics are presented. (MM)

Investigated are the statistical findings of the IEA International Study of Mathematics Achievement and their implications in the areas of school organization, curriculum and instruction, and socioeconmic factors. Also given are a number of criticisms of the study and its significance. (CT)

The author argues that the published data analyses of the IEA International Study of Mathematics Achievement is almost totally inappropriate. He proceeds to reanalyze the data, taking into account that the test was not equally appropriate for all countries. His results are strikingly different from the published results. (CT)

Examples, exercises, and solutions involving compound growth are contributed that emphasize the areas of lending, borrowing, and investing. It is felt these areas present a wealth of opportunities for mathematical modeling, the development of algorithms, and practical applications, and can be fully explored throughout typical secondary…

The author stresses that students need a thorough understanding of certain mathematical ideas in order to write adequate computer programs. He presents some examples using BASIC and LOGO and discusses writing programs as a mathematical exercise and using mathematics in programing. (MNS)

This exercise in mathematical modelling requires understanding of geometric progressions, inequalities, and absolutes. It presents a problem on credit creation in the banking system. (MNS)

The Cockcroft Report on English Schools recommends that all schools design their syllabuses and examinations on the assumption that all students will have access to calculators. How to use calculators sensibly to improve what is taught and how curriculum content may change are discussed. (MNS)

The entry, attack, and review/extension stages of problem solving are discussed. A project for children aged 9-13 was developed; some student reactions to problem solving are included. (MNS)