Reaching All Students with Mathematics.

The National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics" reflect the belief that all students can learn a significant core of high-quality mathematics. Recognizing the magnitude of the task of reaching all students, this book was put together to give mathematics teachers the opportunity to recount their stories of success in achieving that goal. The 17 chapters in this book describe programs that range from minimal to revolutionary efforts to widen the participation and success of students from underrepresented groups. This book is divided into four parts. Part 1 contains 4 articles taking a global view at reaching students: (1) "Introduction. Reaching all students: A vision of learning mathematics" (L. Stiff); (2) "If everybody counts, why do so few survive?" (Z. Usiskin); (3) "Educators and parents working together to help all students live up to their dreams with mathematics" (N. Bezuk, B. Armstrong, A. Ellis, F. Holmes, and L. Sowder); and (4) "Multicultural mathematics: One road to the goal of mathematics for all" (C. Zaslavsky). Part 2 contains four articles on changing what students learn: (5) "Equation for success: Project SEED" (S. Phillips and H. Ebrahimi); (6) "The Mathematics and Science Microcomputer Project: A model for success" (H. Johnson and J. Leonard); (7) "Blending equity and excellence: UMTYMP's efforts to reach all students" (H. Keynes); and (8) "Algebra Transition Project: A work in progress" (S. Stetzer). Part 3 contains 5 articles on changing how teachers teach: (9) "Mathematics Specialist-Teacher Program: An intervention strategy for all" (V. Camerlengo); (10) "Meeting the NCTM communication standards for all students" (F. Santiago and G. Spanos); (11) "Geometry for all students: Phase-based instruction" (J. Bobango); (12) "Females, minorities, and the physically handicapped in mathematics and science: A model program" (C. Heid and T. Jump); and (13) "Helping inner-city girls succeed: The METRO Achievement Program (D. Thompson and N. Jakucyn). Part 4 contains 4 articles on changing how students learn: (14) "Homogenized is only better for milk" (E. Davidson and J. Hammerman); (15) "They can learn" (N. MacDowell); (16) "Using children's word-problem compositions for problem-solving instruction: A way to reach all children with mathematics" (H. Bebout); and (17) "Equity? We're just trying to survive here" (C. Healy). (MDH)