The role of mental discipline theory in the history of mathematics education is considered. The author argues that we now remember mental discipline theory only as a caricature of what it was; moreover, it persists among both teachers and researchers. (MNS)

Some ways of thinking and acting geometrically are described which are related to the approach used by ancient humans. The focus is on intuitive geometric imagery, an attempt to resurrect a way of describing possible viewpoints of geometry outside of those commonly accepted. (MP)

Presented is an edited transcript of an interview with Dr. Caleb Gattegno exploring the teaching approaches used in a film of the same name. (MP)

An attempt is made to link the domain of mathematics and the natures and abilities of mathematicians to that which is perceptual, presentational, and implicit. (MP)

Analysis of the clinical interview procedure as employed in psychological research on mathematical thinking is presented. It is noted that there are three clinical methods, each designed for a different research purpose. (MP)

This review illustrates aspects of cognitive psychology relevant to the understanding of how people think mathematically. Developments in memory research, artificial intelligence, visually mediated processes, and problem-solving research are discussed. (MP)

The need for improving the dialog between teacher and student is promoted as an important step towards improving the mathematics curriculum. (MP)

The concepts of groupings, their characteristics, and possible developments in a context of concept formation processes are illustrated. (MP)

Examples from arithmetic, algebra, and calculus show that analogy and metaphor are as central to the expression of mathematical meaning as they are to expression of meaning in natural language. (MP)

The need to define what concepts are is viewed as a necessary first step in shifting the teaching focus from skills. A call for the development of conceptual instruction that unites separate strands of research is made, and a seven-step plan is suggested. (MP)

Reasons for one who teaches mathematics to know some mathematics history are investigated. Processes rather than products of mathematical creativity are the preferred subjects of study. (MP)

Shares perspectives on the history and current status of ethnomathematics. Speculates as to whether this field is revisionist and discusses the features of ethnomathematics that distinguish it from mathematics. (DDR)

Presents the text of a message sent to Susan Gerofsky by Robert Thomas after reading her article on a linguistic and narrative view of word problems in mathematics education. Gerofsky's response is also included. (DDR)

Outlines the history of the mathematics curricula provided to Palestinians under four different governmental systems. Provides details of curriculum development activities and speculates about the reasons for little or no change in approach to mathematics education over time. (DDR)

Proposes three thought experiments on various contexts of teaching mathematics. The experiments are intended to raise questions about the mathematics curriculum and to engage discussion about what topics should have high priority in arithmetic teaching. (DDR)