This paper posits the position that if higher education and secondary schools wish to increase students' college readiness, specifically in mathematics and critical thinking skills, continuous enrollment in secondary mathematics is one avenue worth exploring as opposed to increasing mathematics graduation requirements only in terms of Carnegie…

Parallels between martial arts and mathematics are explored. Misguided public perception of both disciplines, students' misconceptions, and the similarities between proofs and katas are among the striking commonalities between martial arts and mathematics. The author also reflects on what he has learned in his martial arts training, and how this…

Reviews the article, "Can Mathematics Education and History of Mathematics Coexist?" (M.N. Fried) which appeared in "Science and Education". Challenges Fried's assertion that combining history of mathematics with mathematics education is inherently difficult. The assertion is considered flawed in terms of both its view of history and a limited…

Discusses the messages in problem contexts in Standards 2000 from the National Council of Teachers of Mathematics (NCTM). Makes comparisons with the NCTM Standards from 1989. Indicates that the new standards continue to ignore the power that mathematics can have in debate and discussion of issues critical to the elimination of social and economic…

Examines the mathematics education of African-American students, focusing on problems and explanations identified by scholars and researchers. Reviews literature related to the mathematics education of African-American students. Creates a dialog among mathematics educators about improving the mathematical experiences of African-American students.…

Presents four areas of advanced mathematical research (fuzzy set theory, subjective probability, search theory, and Voronoi diagrams) that are proposed for introduction into teacher education programs from an elementary, survey perspective without the intention of accomplishing formal mathematical research, thereby challenging teachers' beliefs…

Presents eleven open-ended questions used to address students' beliefs about mathematics that were culled from a wide variety of mathematics education populations. Each question is followed by a summary of typical responses from those populations that can help teachers plan instruction and structure the classroom environment. (JJK)

Considers four language arts--speaking, listening, reading, and writing--as activities that enhance the development of mathematical concepts. Suggests ways language arts can be used in learning difficult concepts as missing addends, algorithms, number facts, and problem solving. (39 references) (MDH)