Argues that proving something begins with an assumption and proceeds logically to a conclusion, thus convincing by offering arguments. Describes some pitfalls involved in proving through examining several case histories. Offers suggestions for teaching the proof process. For example, sometimes an extreme example or counterexample will do more to…

Reviews research on block scheduling as related to the study of mathematics. Suggests issues for mathematics teachers to consider as they decide whether or how to improve such schedules. Discusses mathematics achievement under a block schedule. Contains 40 references. (ASK)

Presented are recommendations from a conference on two-year college mathematics, relating to the curriculum and new technologies, collaborative efforts with secondary schools and post-secondary groups, and faculty development and renewal. (MNS)

The first nationwide effort of industry, education, and government to promote excellence in mathematics through a junior high school mathematics competition is described. The rationale for MATHCOUNTS, the organizational structure, the format, and mathematics content are described. Contains some sample items. (MNS)

Efforts of schools and universities in Ohio to improve the articulation between their programs in mathematics are described. The focus is on a junior-year testing program in the schools and a project to develop an electric course in mathematics for underprepared college-intending seniors. (MNS)

The outcomes of a conference on computing in school mathematics, held in March 1984, are summarized. Recommendations on curriculum, instruction, and teacher education are included. (MNS)

Background information, the structure of the Chinese school system, preservice training of teachers, and the professional life of teachers are each discussed. Observations made during the visit of mathematics educators to China in 1983 are intermingled. (MNS)

The core conference and four regional conferences on Equity in Mathematics Education, conducted by the National Council of Teachers of Mathematics with funding from the National Science Foundation, are described. Packets of materials were made available to conference participants (see SE 043 820 in RIE). (MNS)

The status of mathematics assessment in Canada is described by province within region. A table provides an overview of the testing programs. Differences and similarities among the programs are noted, but results are not included. (MNS)