Describes work with elementary school students which combines a documentary approach to humanizing mathematics education together with two other artifactual approaches: students' own construction of objects and documents imitating those studied and using ancient calculating devices in modern reconstruction. (MM)

Describes the process of the generation of an International Commission on Mathematics Instruction (ICMI) report. Analyzes a particular volume, 'History in Mathematics Education', in detail. (MM)

Provides examples of algebraic geometry mathematicians who operated as philosophers of mathematics. Argues that there is no good reason why philosophizing about mathematics should be part of any given mathematician's activities. (ASK)

Discusses the connections and distinctions between mathematics, the philosophy of mathematics, and the history of mathematics. Presents Kant's views and proves that they were prevalent among mathematicians attracted to Kronecker's style of algebraic geometry. (Contains 15 references.) (ASK)

Introduces a project that explores the role of diagrams in mathematical signification. Discusses the central role of diagrams in deductive mathematics at its very inception in Greek mathematical writings. (ASK)

Shares perspectives on the history and current status of ethnomathematics. Speculates as to whether this field is revisionist and discusses the features of ethnomathematics that distinguish it from mathematics. (DDR)

Outlines the history of the mathematics curricula provided to Palestinians under four different governmental systems. Provides details of curriculum development activities and speculates about the reasons for little or no change in approach to mathematics education over time. (DDR)

Argues that traditional instructional methods can benefit teachers interested in reflecting on their teaching practices. Presents four stories by a mathematics teacher, three examples of the application of history to mathematics lessons at the secondary level, and one example from a history course for mathematics teachers. (DDR)

This paper on the language of zero (1) deals with the spoken and written symbols used to convey the concepts of zero; (2) considers computational algorithms and the exception behavior of zero which illustrate much language of and about zero; and (3) the historical evolution of the language of zero. (JN)

Some basic issues which may lay the groundwork for a historical approach to teaching mathematics by developing the concept of ethnomathematics are presented. A historical review and relationships between history and pedagogy are discussed in detail. (MNS)

Described is the development and implementation of a course on the history of irrational numbers for inservice mathematics teachers in Israel. Some of the materials included in the course are discussed. (RH)

Historical issues concerning the role of mathematics in the school curriculum are considered, with numerous examples illustrating varying emphases. (MNS)

The role of mental discipline theory in the history of mathematics education is considered. The author argues that we now remember mental discipline theory only as a caricature of what it was; moreover, it persists among both teachers and researchers. (MNS)

Some ways of thinking and acting geometrically are described which are related to the approach used by ancient humans. The focus is on intuitive geometric imagery, an attempt to resurrect a way of describing possible viewpoints of geometry outside of those commonly accepted. (MP)

A discussion of the history of error analysis in mathematics education research provides an overview of research published in German and Anglo-American publications since the early 1900s. (MP)