Described are the background, structure, themes, methodology, projects, and assessment for the course. A list of themes is provided. Results of the piloting of the course are discussed. (CW)

Discussed is the notion of ethnomathematics as an epistemological approach to mathematics. The relationship between ethnomathematics and mathematics education is described. Suggestions regarding mathematical pedagogy are provided. (CW)

Outlines a theoretical foundation for a hermeneutical analysis of discourse in middle school mathematics classes. Presents examples of classroom discourse to illustrate the ways in which beliefs about mathematics and mathematical structure are communicated and ways in which appreciation of justification in mathematical discussion develops. (MDH)

Describes a mathematics course for prospective elementary teachers that has teaching and learning mathematics via problem solving at its core. Presents a problem-solving activity involving number theory and reactions by the students and teacher to the activity. (MDH)

Suggests that contexts may be useful in mathematics instruction in relation to learning transfer and that the factors that determine whether a context is useful are complex. Discusses the context effect, learning in context, how well students identify with tasks taken out of an adult world, and the effects of ethnomathematics. (MDH)

Discusses suggestions for the learning and teaching of mathematics based on a study examining the mathematics practices of carpet layers. Suggestions are made from the areas of (1) the school mathematics curriculum; (2) the methods used to teach school mathematics; and (3) research in mathematics education. (MDH)

Presents two practices used by rural Brazilians to estimate area of land and volumes of tree trunks. Using an ethnomathematical approach, develops educational ideas involving the interrelations between academic and popular mathematical knowledge in the context of the struggle for land. Discusses contributions of this work to the process of social…

Discusses the responses of mathematics teachers to the use of videotape recordings of mathematics teaching as a possible solution to the problem of teacher isolation. (Contains 20 references.) (MDH)

Presents the background, influences, and consequences of a self-conscious mathematics discourse production in New Zealand called Maori Mathematics. Describes some aspects of the movement towards Maori language instruction in mathematics and examines the effects on the language itself. Poses questions about the effects on mathematics and…

Discusses the need for mathematical registers in aboriginal languages and presents some mathematics and language examples. Outlines information on the choices which can be made and the possible consequences for the language in making those choices. Contains 24 references. (ASK)

Advocates "why" and even "if at all" types of questions in addition to the most commonly investigated questions in mathematics education, the "how to" types of questions. Proposes a framework that allows for consideration of mathematics in relation to the rest of human thought and knowledge communicated by formal education. (ASK)

Illustrates the complexities of secondary mathematics teaching and learning in contemporary multilingual classrooms. Shows how and why the language of dilemmas provides a powerful explanatory and analytic tool as well as a source of praxis in mathematics education in a changing educational and political context. Contains 21 references. (ASK)

Investigates the different ways in which a multilingual senior primary mathematics teacher uses code-switching when teaching mathematics to second-language learners who share the first language of the instructor. Contains 20 references. (ASK)

Discusses the view of numeracy as the culture of utility in mathematics education in more technological society. Provides examples from different cultures of the workplace and computer uses in mathematics classrooms. Contains 30 references. (ASK)

Introduces a Vygotskian approach to learning with an emphasis on mediated activity within a particular socio-historical context. Addresses the relationship between mathematical learner and different sign systems (multiple representations) afforded by the graphic calculator. Contains 32 references. (ASK)