Reports from representatives in 12 countries formed the basis of this review of the role and use of applications in mathematics in elementary and secondary schools. The editor provides an overview, drawing in part upon the various reports and adding additional structure to the scope of applications in the curricula. He describes the intent of the report, defines applications, presents the results of a survey to which each country responded, discusses why mathematics teachers avoid applications, and suggests ways we can help teachers use applications. Then follow the reports from Australia, Belgium, Brazil, Great Britain, Canada (Ontario), West Germany, Finland, Israel, New Zealand, Norway, Tanzania, and the United States. Generally, in spite of good intentions and substantial efforts, applications seem to play a small part in the curriculum. Reasons for this are identified and discussed, and current initiatives aimed at changing the situation are described. (MNS)