This paper studied the beliefs about mathematics, mathematics assessment, and written oral assessment in post-secondary education from professors’ perspectives. Seven professors instructors were interviewed asked to explain how they perceive compare exam exam. Four out of seven educated Poland, Romania, Bosnia, Ukraine, are currently teaching at a university Canada. The other three Canada, Germ...

E. H. Moore’s Retiring Address as AMS president took place in 1902. Moore had a firm commitment to both teaching and research, but the theme of his address centered on mathematics education. On the role of the AMS in education he said: “Do you not feel with me that the AMS, as the organic representative of the highest interests of mathematics in this country, should be directly related with the...

This article will discuss the research currently underway at PUC-São Paulo that represents links between Mathematics Education and Statistics Education. We shall discuss how these two areas of knowledge are entwined, verifying the advantages and consequences of these interrelationships. The National Curriculum Parameters, which specify the Mathematics curriculum for the Brazilian school system,...

A thematic review of the following books: In 2000, ICMI (the International Commission on Mathematical Instruction) initiated a comparative study of school mathematics education practices in East Asian and Western countries. The focus for the study was what was roughly identified as the Chinese/Confucian tradition (on one side) and the Greek/Latin/Christian tradition (on the other). The aim was ...

A new computationally oriented mathematics education is presented. The education combines traditional symbolic mathematics with computational mathematics and programming in the Matlab environment. Engineering applications are explored in computational exercises that are taught jointly with the courses in mechanics and thermodynamics.

Recent studies relating the affective domain with the teaching and learning of mathematics, and more specifically with mathematics problem solving, have focused on teacher education. The authors of these studies have been ever more insistently pointing to the need to design educational programs that take an integrated cognitive and affective approach to mathematics education. Given this context...