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)

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)

A curriculum organization is described whereby 60 percent of the course time is spent on a prescribed syllabus of core topics and 40 percent of the time is for enrichment topics of the teacher's (or students') choice. Advantages of this type of organization and problems that teachers experience are discussed. (DT)

A model of influences on curriculum is presented as an attempt to explain why changes to the curriculum in mathematics came about. The continuing revolution in mathematics in schools is also discussed. (MP)

This paper contains a part of the text of a theme paper read at the Sixth Biennial conference of the Australian Association of Mathematics Teachers. The author reviews the accomplishments and problems of the past ten years and offers recommendations. (SD)

In this address to the Australian Association of Mathematics Teachers the author advocates the use of historical topics in the mathematics classroom. He refers heavily to the 31st yearbook of the National Council of Mathematics; other references are provided. (SD)

This paper discusses ways of discussing limits in the secondary classroom. Particular attention is paid to showing that hypothesized answers are not limits to given sequences. (SD)

The history of mathematics education in New South Wales State High Schools in the late nineteenth century is outlined including the influence of the Junior and Senior Public Examinations on curriculum development. (MN)

Activities suitable for use with primary school students are described. The author offers advice concerning expectations of the students, use of the vocabulary of probability, integration of activities with other classroom work, and related topics. (SD)

Functions with a variety of properties (sets of discontinuities, unbounded derivations, etc.) are discussed. (SD)

The use of computers in secondary school mathematics programs in five countries (England, Scotland, United States, Canada, and Australia) are discussed. (SD)

The author purports to prove that Bloom's taxonomy is not hierarchical. He argues, however, that the taxonomy can be a useful tool for planning mathematics syllabi and tests. (SD)

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

In an experimental sequence for students about to complete high school, mathematical fallacies, the Fibonacci series, and deeper treatments of school mathematics were studied. (SD)

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