Presented are statistics and analyses for 1970-1985 related to school enrollments and mathematics enrollments in Australia. Implications for the 1990s are considered. (RH)

Described is a project, "Mathematics at Work," being produced by the Australian Academy of Science to meet the needs of students staying in school to years 11 and 12 and requiring a "relevant" mathematics curriculum. Materials have been produced and are being used in a trial program. Additional materials are in preparation. Characteristics of the…

Presented is an activity for teaching linear algebra to grade 7 or grade 8 students. The activity is taken from the "Victorian Secondary Reality in Maths Education" (RIME) Pack. The activity called "Backtracking" builds on intuitions and understandings that students already possess. (RH)

Discusses several background factors bearing on government decision making which are crucial in understanding cultural, economic, and political pressures on mathematics education in Western Samoa, outback areas of central Australia, and Papua New Guinea. (YP)

On the Australian Mathematics Competition, boys responded correctly to more questions than did girls, but this difference came largely from a handful of questions. Responses to questions where sex differences occurred are discussed. (MNS)

Reported is a study of a teaching practice experience which sought to increase the self-awareness of a group of student teachers and to ascertain the extent to which students are able to reflect on their teaching. Discussed are change in schools, and the self-evaluations of student teachers. (CW)

Describes a 3-year study to examine whether teachers pay more attention to boys than girls in grades 3, 6, 7, and 10. Reports the difference of teacher's attention and discusses the further research ideas. (YP)

Presented are the results from a few of the writing prompts used in a study and some of the comments made by individual students in response to specific prompts. Background of the study, an intervention strategy, and categories used (prompts, responses, applications, and explanations to peers) are discussed. (CW)

Described is a study designed to extend a theoretical model of children's progression from a perceptual to an abstract concept of number. The implications of this research for the design of mathematics curricula are discussed. (CW)