Teaching Statistics

18-20 November 1995. A conversation reflecting the age-old argument about pure versus applied mathematics and a commentary on the way mathematics is and has been taught. (22K)

Practical Problems; Love vs. Money

23-26 August 1995. A discussion touching on the utility of 'real-world' problems, and 'scripts' in and out of the classroom. (30K)

Mathematics and the workforce

30 June-3 July 1995. How can we better educate our workforce to use and understand math? (17K)

A geometry course for prospective secondary teachers

16-18 May 1995. What should go into a course for secondary math teachers? New software, experiential components, focus on transformations, learning theory? (16K)

Restructuring time in schools

26 April - 2 May 1995. Block scheduling: can students process as much material in a semester in block as can be processed in the typical yearly schedule? The experience of the Urban School of San Francisco. (18K)

The high school math curriculum in the United States

17-24 April 1995. What is the history of and what might be the reasons for the existing division of the mathematics curriculum in U.S. high schools? (16K)

Habits of Mind

11 April 1995. Summary of a position paper discussing an organizing principle for the mathematics curriculum. (8K)

Why Teach Geometry?

11-16 April 1995. A discussion of the history of the high school math curriculum -- what were its beginnings, what is its rationale, and where might it be going? (28K)

The Physical, the Image, and the Abstract

27-29 March 1995. (18K)

Tracking and 'Political Correctness' in the math classroom

23 February - 11 March 1995. How changes happened at the Urban School of San Francisco: texts, curriculum, technology; the pros and cons of 'tracking'. (48K)

Learning and Mathematics: Lampert

8-21 February 1995. Building on a summary of Lampert's research: connecting intuition to principled knowledge and formal language, cultures of sense-making and building habits of discourse in the math classroom. (32K)

Mark Saul - "Proving the Obvious"

5 February 1995. A response to the discussion about teaching two-column proofs: Why teach proofs? Why math for all? (1) We don't know who will be doing what; (2) we don't know how this situation will change with new technologies; (3 and most important) math is good for you. (12K)

Why teach geometric proofs in secondary school?

23-31 January 1995. Why teach two-column proofs? Are they still generally taught in high schools in the United States? Canada? Europe? Why teach proof at all in mathematics? (14K)