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Preface p. xi

Presidential Address at the Opening Ceremony of ICME p. xv

International Round Table: The Role of Mathematics in General Education for the 21st Century p. 2

Plenary Lectures

Hiroshi Fujita, Goals of Mathematical Education and Methodology of Applied Mathematics p. 19

Mogens Niss, Key Issues and Trends in Research on Mathematical Education p. 37

Terezinha Nunes, How Mathematics Teaching Develops Pupils' Reasoning Systems p. 58

Erich Ch. Wittman, Developing Mathematics Education in a Systemic Process p. 73

Regular lectures

Jill Adler, Widening the lens - changing the focus: Researching and describing language practices in multilingual classrooms in South Africa p. 92

Claudi Alsina, Gaudi's Ideas for Your Classroom: Geometry for Three-Dimensional Citizens p. 95

Luciana Bazzini, Cognitive Processes in Algebraic Thinking and Implications for Teaching p. 97

Jerry P. Becker, A Perspective for Teaching Elementary School Mathematics based on the Research Literature100

Alan J. Bishop. Overcoming Obstacles to the Democratisation of Mathematics Education p. 102

Margaret Brown, What Research Evidence Tells Us About Effective Mathematics Teaching for Children aged 6 - 13 p. 105

Ricardo Cantoral, A Sociocultural Approach to Infinitesimal Calculus p. 108

Megan Clark. Cultural Cross-Purposes and Expectation as Barriers to Success in Mathematics p. 111

McKenzie A. Clements, Historical Trends in Mathematics Education: Developing International Perspective p. 113

Beatriz S. D'Ambrosio, The Dilemmas of Preparing Teachers to Teach Mathematics within a Constructivist Framework p. 115

Nikolai Dolbilin, Geometry in Russian Schools: Traditions of Past and State in Present p. 118

Edward Dubinsky, Towards A Theory of Learning Advanced Mathematical Concepts p. 121

M. E. A. El Tom, On the Role of Politics in the Development of Mathematics in Africa p. 124

Joan Ferrini-Mundy, National Standards, Local Control of Curriculum: Setting the Course of Mathematics Education in the United States p. 126

Fulvia Furinghetti, Mathematics Instruction Unbound: The Contribution of Journal L'enseignement mathématique p. 128

Barbro Grevholm, Research on Student Teachers' Learning in Mathematics and Mathematics Education p. 131

Yoshihiko Hashimoto, Eliciting Mathematical Ideas from Students: Towards its Realization in Japanese Curricula p. 133

Bill Jacob, California's Back-to-Basics Policies and the 1999 Textbook Adoption p. 135

Hand Niels Jahnke, historical Sources in the Mathematics Classroom: Ideas and Experiences p. 136

Cyril Julie, Mathematical Artifact Production: Broadening the view of "Doing Mathematics" p. 139

Constance Kamii, Primary Arithmetic Based on Piaget's Constructivism p. 142

Alexander Karp, Exams in Mathematics (secondary schools) - Russian Experience: Traditions, Changes, Difficulties p. 144

John Kenelly and Dan Warner, When Machines Do Mathematics, then What do Mathematics Teachers Teach? p. 146

Goetz Krummheuer, Narrative Elements in Mathematical Argumentations in Primary Education p. 148

Oh-Nam Kwon, The Role of Personal Computing Technology in Mathematics Education: Today and Tomorrow p. 151

Colette Laborde, New Technologies as a Bridge between Various Parts of Mathematics for Pre-service Students Teachers p. 153

Ewa Lakoma, History of Mathematics in Educational Research and Mathematics Teaching - The Case of Probability and Statistics p. 155

Stephen Lerman, The Socio-cultural Turn in Studying the Teaching and Learning of Mathematics p. 157

Frederick K. S. Leung, In Search of an East Asian Identity in Mathematics Education - The Legacy of an Old Culture and the Impact of Modern Technology p. 159

Li Chuan Zhong and Zhang Jing Zhong, Automated Reasoning and Educational Intelligent Platform p. 162

Shiqi Li, Does Practice Make Perfect? p. 165

Lim-Teo Suat Khoh, Enhancing the Mathematical Knowledge of Primary Teachers p. 168

Claire Margolinas, Modeling the Teacher's Situation in the Classroom p. 171

Tatsuro Miwa, Crucial Issues in Teaching of Symbolic Expressions p. 174

David K. J. Mtetwa, Mentoring in Mathematics Teaching and Teacher Preparation in Zimbawe p. 177

Huynh Mui, Computer Science and Toward an Approach in Research on Mathematical Education p. 179

Yukihiko Namikawa, Can College Mathematics in Japan Survive? A Project of Reform p. 181

Jarmila Novotna, Student's Levels of Understanding Word Problems p. 184

Iman Osta, Teaching Geometry in a Changing World p. 186

Han Shick Park, Mathematics for Mathematics Teachers - On Statistics p. 188

Han Sakonidis, Mathematics Education for and in the Dominant and Other Cultures: A Multicultural Inquiry p. 190

Hyunyong Shin and Inki Han, Mathematics Education for Gifted Students in Korea p. 192

R. Soedjadi, Designing Instruction of Values in School Mathematics p. 195

Osamu Takenouchi, some Characteristic Features of Wasan: The Japanese Traditional Mathematics p. 197

Peter Taylor and Nathalie Sinclair, Reinventing the Teacher: the Teacher as Student; the Teacher as Scholar; the Teacher as Teacher p. 200

Dina Tirosh, Ruth Stavy and Pessia Tsamir, The Intuitive Rules Theory: Comparison Situations and Infinite Processes p. 203

Lieven Verschaffel, Real-World Knowledge and the Modelling of School Word Problems p. 205

Shlomo Vinner, Mathematics Education - Procedures, Rituals and Man's Search for Meaning p. 207

Catherine P. Vistro-Yu, Children's Understanding of Basic Measurement Concept: A Cultural Perspective p. 210

Shangzhi Wang and Qixiao ye, Mathematical Modelling in Middle School Education of China p. 212

Walter Whiteley, Visual Forms in Mathematics: Thinking, Communicating, Learning p. 213

Kiyoshi Yokochi, Mathematics Instruction through the Production of Manipulative Materials p. 216

Working Groups for Action p. 219

WGA 1: Mathematics Education in Pre- and Primary School p. 220

WGA 2: Mathematics Education in Junior Secondary School p. 226

WGA 3: Mathematics Education in Senior Secondary Schools p. 232

WGA 4: Mathematics Education in Two-Year Colleges and Other Tertiary Institutions p. 238

WGA 5: Mathematics Education in Universities p. 243

WGA 6: Adult and Life-long Education in Mathematics p. 248

WGA 7: The Professional Pre- and In-service Education of Mathematics Teachers p. 253

WGA 8: Research, Practice and Theory of Mathematics Education p. 258

WGA 9: Communication and Language in Mathematics Education p. 264

WGA 10: Assessment in Mathematics Education p. 270

WGA 11: The Use of Technology in Mathematics Education (Computers, Calculators. IT Media) p. 273

WGA 12: The Social and Political Dimensions of Mathematics Education p. 278

WGA 13: History and Culture in Mathematics Education p. 287

Topic Study Groups p. 292

TSG 1: The Teaching and Learning of Algebra p. 293

TSG 2: The Teaching and Learning of Geometry p. 297

TSG 3: The Teaching and Learning of Calculus p. 300

TSG 4: The Teaching and Learning of Statistics p. 303

TSG 5: Teaching and Learning Aids and Materials (Hands-on) in Mathematics Education p. 307

TSG 6: Distance Learning in Mathematics Education p. 309

TSG 7: The Use of Multimedia in Mathematics Education p. 313

TSG 8: Vocational Mathematics Education p. 316

TSG 9: Mathematical Modelling and Links between Mathematics and Other Subjects p. 319

TSG 10: Trends in Mathematics and Mathematical Sciences: Their Reflections on Mathematics Education p. 323

TSG 11: Problem Solving in Mathematics Education p. 325

TSG 12: Proof and Proving in Mathematics Education p. 325

TSG 13: Mathematical Learning and Cognitive Processes p. 331

TSG 14: Constructivism in Mathematics Education p. 335

TSG 15: Mathematics Education for Students with Special Needs p. 339

TSG 16: Creativity in Mathematics Education and the Education of Gifted Students p. 343

TSG 17: Mathematics Education and Equity p. 347

TSG 18: Mathematics competitions in Mathematics Education p. 350

TSG 19: Entrance Examinations and Public Examinations in Mathematics Education p. 352

TSG 20: Art and Mathematics Education p. 354

TSG 21: Ethnomathematics p. 357

TSG 22: Topics in Mathematics Education in Asian Countries p. 361

TSG 23: TIMSS and comparative Studies in Mathematics Education p. 365

Presentation by Distribution at WGAs TSGs p. 370

ICMI Studies p. 371

Summary Report of the ICMI Study: The Teaching and Learning of Mathematics at University Level p. 372

The Role of History of Mathematics in the Teaching and Learning of Mathematics: Presentation of the ICMI Study and the Study Book p. 374

Affiliated Study Groups p. 378

History of Mathematics at ICME 9 p. 379

International Organization of Women and Mathematics Education p. 380

Psychology of Mathematics Education at ICME 9 p. 386

Report on WFNMC Meeting p. 384

The forum of all Chinese Mathematics Education at ICME 9 p. 386

Secretary General's Closing Remarks (Bernard R. Hodgson) p. 391

List of Participants p. 401

Parts of the papers are available on http://books.google.com. Participants were about 2300 from more than 70 countries. In his closing remarks, the Secretary General observes that a great part of grant funds for non-affluent countries comes from individual domestic donations, the majority of these from persons not participating in ICME 9 but wishing to support mathematics education.

One volume, format about 23 cm x 15 cm; xviii + 434 pages, with CD-Rom.