This second volume of a review prepared for the Cockcroft Committee of Inquiry into the Teaching of Mathematics in Schools in Great Britain reflects a sociological research basis in which neither mathematics nor mathematics teaching is the essential focus. Rather, as the introduction indicates, the concern is with the constraints (institutional and social) which surround the teaching of mathematics and with their effects upon teachers and pupils. Thus, the focus is on the social context in which the teaching and learning of mathematics takes place. Both research and non-research sources were included, integrated, and used as the basis of recommendations. Eight chapters are included, on: (1) the institutional aspect and within-school relationships, (2) pupils as a constraint, (3) societal constraints, (4) the structure of the teaching profession, (5) the effects of initial training of teachers of mathematics, (6) teacher characteristics, (7) in-servce training and professional development, and (8) some general conclusions. Finally, a list of references and the set of recommendations made to the Cockcroft Committee are included. (MNS)