Presents remarks adapted from the Presidential address from the 1999 annual meeting of the National Council of Teachers of Mathematics (NCTM). Argues that the mathematics classroom teacher must create an environment that supports students' interests and mathematics growth at many different levels and ways in which to achieve this. Considers…

The use of games in retraining skills with basic multiplication facts was studied in elementary grades. The games were effective in retraining skills. Pretesting had no effect. (MP)

A content-oriented analysis of written solutions to test items in Israeli high school graduation examinations in mathematics yielded six error categories: misused data; misinterpreted language; logically invalid inference; distorted theorem or definition; unverified solution; and technical error. (Authors/MNS)

Women from five Canadian universities overestimated their final grades less often and underestimated them more often than men did. No sex-related difference was found in level of confidence to complete the bachelor's program, but women expressed less confidence in their ability to obtain the doctorate. (MNS)

The mathematics achievement of 11,914 men and women aged 15 to 22, who participated in the National Longitudinal Study of Youth Labor Force Behavior in 1980, was analyzed to assess sex, education, and ethnic group effects. Generally, achievement of all groups increased the longer they were in school. (Authors/MNS)

A student was observed practicing arithmetic with a computer-assisted instruction (CAI) system. She enjoyed practice and believed that it helped. However, she consistently failed to solve problems on the computer that she could do with pencil and paper. This paper suggests reasons for her problems and draws implications for CAI. (Author/PK)

College students were asked to write equations using one of two sets of notational systems. Results indicate that the use of more explicit notation did not help problem-solving performance. (Author/PK)

A 15-item story problem test was written at three readability levels (below grade 4, grades 4-6, above grade 6) by two methods (vocabulary control and sentence control). Six test forms were administered to 1158 children in grades 3-6. Readability level had no effect on problem difficulty. (Author/MNS)

The place of mathematics in the curriculum was challenged during the early 1900s, especially the requirement that all high school students take mathematics. Mathematics educators responded to suggested changes, but some responses may have exacerbated the crisis. (MNS)

Sex-related differences in achievement were studied in a random sample of 130 schools, using data from the Second International Mathematics Study. No significant differences were found in arithmetic, algebra, and probability and statistics; for geometry and measurement, boys were more successful. (MNS)

Lists 20 articles summarizing research, one listing of research papers, 203 journal articles, and 342 doctoral dissertations on mathematics education, each with a short annotation. All are dated 1985. (JM)

Reports developments in mathematics education research for 1985. Items discussed are: (1) establishment of the Mathematical Sciences Education Board; (2) Journal for Research in Mathematics Education monograph series; (3) National Council of Teachers of Mathematics Research Advisory Committee Research Award Program; (4) Research Agenda Project;…

Findings of 79 research reports were analyzed to assess the effects of calculators on student achievement and attitudes. Except in grade four, use of calculators in concert with traditional mathematics instruction improved average students' basic skills with paper and pencil, both in working exercises and in problem solving. (MNS)

Different uses of numbers in natural language and mathematics is argued to have consequences for children's learning of numbers and for primary-grade textbooks. A study using particular properties of Hebrew indicates a crossing of the two language systems in children's reading of an arithmetic textbook. (MNS)

A hierarchical-clustering technique was used to examine relationships among computation-related skills by pupils in grades one to four in two Irish schools. A clear hierarchical ordering of skills was obtained at each grade. (MNS)