Contemporary Issues in Mathematics Education

Contemporary Issues in Mathematics Education is an excellent book for mathematicians and mathematics educators alike. It contains contributions from members of both communities. The book is the result of a conference held at MSRI, with support from both MSRI and the NSF, on December 5th and 6th, 1996. As stated in the preface, "The present book is the outcome of an effort to create a dialogue about mathematics education that went beyond calculus reform..." That goal has been admirably achieved.

The book consists of 4 parts, with gems in each one. Part I is entitled "Mathematics Education at the University" and contains articles by Hung-His Wu, Thomas W. Tucker, and Peter Hinman and B. Alan Taylor, each with a contribution on the teaching of mathematics majors at the University level. Wu examines the upper division mathematics courses usually required of mathematics majors, and suggests some changes. Hinman and Taylor look at the mathematics curriculum for majors at Research Universities, and discuss whether students are adequately prepared for the workforce. Tucker looks at the role of proof in calculus. Each of these articles provides ample food for thought. Part II is entitled "Case Studies in Mathematics Education", and has five contributions describing innovative teaching projects by various mathematicians. One addresses a redesign of the calculus sequence; another discusses ways of interacting with other departments.

Part III is entitled "The Debate over School Mathematics Education" and has five contributions addressing the issue of K-12 teaching and the preparation of K-12 teachers, from both sides of the "reform" debate. Judith Roitman sums up with an article "Beyond the Math Wars" that highlights the foolishness of taking sides, and suggests some ways to move beyond the polarized debate towards some productive business. Part IV consists of reports from the working groups formed at the conference and addresses such issues as technology in mathematics, mathematics majors and non-majors, outreach to schools, the first two years of university mathematics.

All of the essays and reports are well thought out, well written, and thought-provoking. This book provides a prototype for dialog between mathematicians and mathematics educators. As such, it is an invaluable model for mathematicians and mathematics educators to follow in coming together to share ideas. Each contributor is respectful of the others' points of view. It is clear that the contributing mathematics educators value the input from mathematicians, and at the same time the contributing mathematicians clearly understand the importance of mathematics education. I recommend it to any mathematician or mathematics educator who is genuinely interested in what the "other side" has to say.

Libby Krussel (krussel@selway.umt.edu) is an associate professor at the Department of Mathematical Sciences of the University of Montana.