Teaching of mathematics
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Mauro Cerasoli Ed Dubinsky in Cincinnati Stefan Götz in Wien Hans-Christian Reichel (1945-2002) Fritz Schweiger in SalzburgGeneral
J. of Online Mathematics Project Mathematics! Mathesis (L'Aquila) A solid foundation of knowledge, extending far beyond what is being spoken of at the moment, is essential to one's presentation. This foundation is like the roots of a tree. You don't see the roots, but they determine the health of the tree. Ralph de Laubenfels, 1995.
The math gene Deutsche Mathematik-Olympiade 1995 Risorse in rete (Fardiconto) Pathways to school improvement Women in mathematics Ensuring equity and excellence in mathematics. All students, regardless of race, ethnic group, gender, socioeconomic status, geographic location, age, language, disability, or prior mathematics achievement, deserve equitable access to challen- ging and meaningful mathematics learning and achievement. This concept has profound implications for teaching and learning mathematics throughout the school community. Educators, researchers, and other partners in education reform have carefully articulated a new vision of mathematics learning and curriculum in the National Council of Teachers of Mathematics' (NCTM's) Curriculum and Evaluation Standards for School Mathematics (1989). The Internet provides educators with access to many mathematics resources beyond the boundaries of their class- rooms and offers them opportunities to integrate technology into mathematics lessons. Teaching Math. Appl. Mathematics education, unlike mathematics itself, is not an exact science; it is much more empirical and inherently multi- disciplinary. Its aims are not intellectual closure but helping other human beings, with all of the uncertainty and tentativeness that it entails. It is a social science. 8838 Bass.Departments
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