The long division algorithm approached as repeated subtractions is explained. (DT)

A history of the relevance of mathematics education programs in Britain, the United States, and Australia is outlined, ending with a discussion focused on updating present programs. (MN)

The author argues that efficient learning of mathematics requires both understanding and rote learning. (SD)

A sequence for teaching quadratic equations is presented. Considered are: multiplying arithmetic binomials, multiplying algebraic polynomials, reversing the process, missing terms, perfect squares, other special forms and diagrams, quadratic equations, completing the square, systematizing the process, the general form, graphing equations, and…

The author's conclusions about teaching proof are presented. Four types of mathematical proof are described and an approach to begin to teach direct proof in Year Eight is presented, with the idea of implication in logic gradually inculcated through the use of sentences. (MNS)

The results of a pilot study that involved interviews with 54 teachers located in 16 primary schools in and around the Newcastle area are detailed. The data suggest a positive correlation between teacher ability to explain topics to students and years spent in tertiary study. (MP)