Traces the historical exclusion of women from mathematics and science, cites attempts to support their involvement, assesses their current status, and highlights some programs that encourage young women to enter the profession. (KHR)

Presents a classification of factorable cubics and shows how the associated factor graphs determine domains of disconnected branches and furnish a skeletal framework for the number and shape of the branches. Illustrates three dimensional visualization and examines level curves and spikes of surfaces. (KHR)

Focuses on two types of symmetry, rotation and reflection, their underlying structure as a mathematical group, and their presence in the designs of diverse cultures. Illustrates patterns created by applying these symmetry operations that offer students a visual image which forms the axiomatic basis of algebra. (KHR)

Describes ways of using existing popular songs, writing raps, or writing new words for existing tunes in the mathematics classroom to supply motivation and mnemonics. (KHR)

Shows how the phenomenon of instability in the solution of a system of linear equations can be analyzed both algebraically and geometrically. (KHR)

Introduces an activity that focuses on Hooke's law to implement and furnish applications of linear equations and graphing in a physical situation. (KHR)

Discusses examples from research of how students' misconceptions underlie their difficulties in interpreting kinematics graphs, possible underlying causes, and promising remedies. (KHR)

Describes an activity, The Spaghetti Problem, that shows how statistics could be used to introduce many topics in the secondary mathematics curriculum. (KHR)

Describes a method for teaching Euler's line, the co-linearity of the circumcenter, centroid, and orthocenter of a triangle. Discusses teaching results. (KHR)

Presents a project used to help students make connections between linear and exponential models and between arithmetic and geometric sequences. (KHR)

Describes the work undertaken in a course on communication and information technology (ICT) in a pre-service program for secondary school mathematics teachers. This course aimed to help pre-service teachers develop a positive attitude towards ICT and use it confidently. Discusses how the pre-service mathematics teachers evaluate their work…

Uses classroom discourse in an undergraduate mathematics course to challenge pre-service secondary mathematics teachers' notions about mathematical discourse, what it might resemble in the classroom, and how its various forms can be cultivated by classroom teachers. Results indicate that participants made a transition toward an image of discourse…

Provides an equivalent at the secondary level to the work of Liping Ma at the elementary level. Presents a better understanding of the conceptual knowledge of school mathematics held by prospective secondary teachers along with examples of the sorts of knowledge needed to teach for understanding within the domain of integer subtraction. (Author/MM)

Reviews studies featured in this issue of "Journal of Mathematics Teacher Education" and examines the way that the study of practice can contribute to mathematics teacher education. Studying teaching in simulated or real situations offers considerable potential for both stimulating thinking about the application of theory to practice and creating…

Examines the questioning strategies used by (n=48) preservice teachers during one-on-one diagnostic mathematics interviews with children. Conducts audiotaped interviews, following analyses, and reflection on the interview. Indicates that using the diagnostic interview format allows preservice teachers to recognize and reflect upon effective…