Promoting community awareness and understanding of the issues encompassed within the teaching and learning of school mathematics, and involving parents in their children's mathematics education are the first steps toward the goal that every child must gain mathematical power. This document helps to answer some of the most frequent questions that parents and community members ask about the teaching and learning of mathematics. The questions/answers posed here deal with the following topics: (1) student attitudes toward the utility of mathematics and toward self-efficacy with respect to mathematics; (2) the everyday relevance of the mathematical content of the curriculum, and its development; (3) the relationship and the integration of mathematics with other content domains of the curriculum; (4) the effectiveness of cooperative learning within mathematics instruction; (5) the development of higher-order, mathematical thinking skills; (6) active instruction versus information transfer in the school mathematics classroom; (7) issues concerning gender equity in mathematics instructional practices; (8) special problems and needs of minority students, learning disabled students, gifted students, and students with limited English proficiency; (9) the influence on mathematics instruction of textbooks, manipulatives, worksheets, calculators, and computers; (10) the effects of standardized tests and alternative assessment methods upon mathematical performance; (11) international comparisons; (12) the role of subject matter knowledge and other priorities in the development of teacher expertise; (13) departmentalized instruction at the elementary school mathematics level; (14) the impact of parent attitudes on mathematics achievement; (15) the role of homework; (16) reinforcements for mathematical learning found in the home; (17) the relationship between television viewing and mathematics achievement. (154 references) (JJK)