Discusses the potential impact of the National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics on teacher education programs. Considers an historical perspective on reform as well as teacher and student conceptions. (PK)

Argues that the college preparatory curriculum should include more than three years of mathematics. Presents data indicating that 86 percent of students with less than three years of college preparatory mathematics take remedial mathematics and relatively few students are ready to take calculus when they enter the university. (PK)

Why the term precalculus was introduced is first noted. Then five reasons why it should be eliminated are given, focusing on the points that it is vague, misleading, and misused. (MNS)

Computer science may foreshadow some near revolutions in school mathematics, concerning new ways of teaching much of the mathematics curriculum, increased emphasis on discrete mathematics, and the impact of symbolic mathematical systems. Each is discussed, with a distinction made between computer science and computer technology. (MNS)

Presented are recommendations from a conference on two-year college mathematics, relating to the curriculum and new technologies, collaborative efforts with secondary schools and post-secondary groups, and faculty development and renewal. (MNS)

Discusses various changes which are occuring in society in general and education in particular (including the shortage of qualified mathematics teachers). Also discusses how to teach so that people will be able to adapt to change. In addition, proposes a four-step program to improve education in schools. (JN)

Approaches to mathematical notation that are viewed as good communicators of information are promoted. It is felt that when students are learning an area of mathematics, a large proportion of effort should be devoted to teaching notation. Increasing student understanding is stressed. (MP)

It is noted that too many students who go to college today are poorly prepared for college mathematics. It is believed that any student who goes to college without a minimum of two years of algebra and one of geometry will be at a serious, possibly insurmountable, disadvantage. (MP)

Evidence is cited that a shortage of secondary mathematics teachers now exists and will likely become more severe in the near future. (MP)

Presents tasks from the topics of calculus, statistics, non-Euclidean geometry, and probability to illustrate effective college mathematics teaching. Discusses some obstacles to change in college-level mathematics teaching and strategies to overcome those obstacles. (MDH)

Discusses the selection process carried on in tertiary institutions. Argues that it is pointless to consider actual selection in isolation from the gathering of data and the way that data are treated. (PK)

Attention is called to the apparent widespread misunderstanding of algebraic notation by secondary school students, and how this may arise from some common approaches to teaching algebra to beginners is discussed. (MNS)

Several factors influencing college mathematics programs are described: (1) computers; (2) new applications to various disciplines; (3) research in learning; (4) research in mathematics; and (5) socio-economic trends. Implications for teachers are suggested. (YP)

Argues that the basis for communications between teachers and between teacher and student lies in the beliefs that teachers hold about mathematics and problem solving. Proposes a framework for teacher education curricula that describes seven dimensions on which primary mathematics education can be developed. (MDH)

Sketches the background of the issue "Teams, Communities and Networks", reflects the increasing importance of its theme, and introduces four contributions that include two research papers, one paper dedicated to "Teacher Education Around the World", and a book review. (Author/KHR)