Suggests an approach to the analysis of mathematical texts that makes use of linguistic theory to provide insights into how the language of a text may influence the ways in which readers make sense of it. Focuses on the ways in which teacher-readers may make sense of texts produced by students. Contains 33 references. (DDR)

Described are four hour-long sessions of children working with the definition and use of a procedure for triangles in Logo programming. The conclusion is that turtle geometry is not a trivial activity. (MNS)

Trends in computer programing language design are described and children's difficulties in learning to write programs for mathematics problems are considered. Languages are compared under the headings of imperative programing, functional programing, logic programing, and pictures. (DC)

The origins of the emphasis on formal proof are discussed as well as more recent views. Factors in acceptance of a proof and the social process of acceptance by mathematicians are included. The impact of formal proof on the curriculum and implications for teaching are given. (DC)

The ideas of Foucault are used to analyze how gender is conceptualized in the teaching of mathematics. The discursive practices of textbooks, teaching methods, examinations, and use of space in classrooms are described for gender bias as well as rules and roles in mathematics classes. (DC)

Discusses the writing of the book "Africa Counts: Number and Pattern in African Culture" and relates efforts to introduce multicultural perspectives into the mathematics curriculum at the elementary and secondary levels. Proposes what needs to be done to introduce ethnomathematical perspectives into the curriculum. (24 references) (MKR)

The terms generalization and abstraction are used with various shades of meaning by mathematicians and mathematics educators. Introduced is the idea of "generic abstraction" that gives the student an operative sense of a mathematical concept and provides a passage point in the process toward formal abstraction. (MDH)

Proposes a tested approach to creating rich and powerful learning situations by modifying standard tasks into open-ended ones with multiple correct answers. Several examples of modified tasks are included in an appendix. (MKR)