BACOMET cannot be evaluated solely on the basis of its publications. It is important then that the reader, with only this volume on which to judge both the BACOMET activities and its major outcome to date, should know some thing of what preceded this book's publication. For it is the story of how a group of educators, mainly tutors of student-teachers of mathematics, com mitted themselves to a continuing period of work and self-education. The concept of BACOMET developed during a series of meetings held in 1978-79 between the three editors, Bent Christiansen, Geoffrey Howson and Michael Otte, at which we expressed our concern about the contributions from mathematics education as a discipline to teacher education, both as we observed it and as we participated in it. The short time which was at the teacher-educator's disposal, allied to the limited knowledge and experience of the students on which one had to build, raised puzzling problems concerning priorities and emphases. The recognition that these problems were shared by educators from many different countries was matched by the fact that it would be fruitless to attempt to search for an internationally (or even nationally) acceptable solution to our problems. Different contexts and traditions rule this out."

BACOMET cannot be evaluated solely on the basis of its publications. It is important then that the reader, with only this volume on which to judge both the BACOMET activities and its major outcome to date, should know some thing of what preceded this book's publication. For it is the story of how a group of educators, mainly tutors of student-teachers of mathematics, com mitted themselves to a continuing period of work and self-education. The concept of BACOMET developed during a series of meetings held in 1978-79 between the three editors, Bent Christiansen, Geoffrey Howson and Michael Otte, at which we expressed our concern about the contributions from mathematics education as a discipline to teacher education, both as we observed it and as we participated in it. The short time which was at the teacher-educator's disposal, allied to the limited knowledge and experience of the students on which one had to build, raised puzzling problems concerning priorities and emphases. The recognition that these problems were shared by educators from many different countries was matched by the fact that it would be fruitless to attempt to search for an internationally (or even nationally) acceptable solution to our problems. Different contexts and traditions rule this out."

This book presents the papers arising from the ICMI study seminar on the popularization of mathematics held at the University of Leeds, England, 17-22 September 1989. The event was organized in conjunction with a highly successful touring exhibition known as the 'Pop Maths Roadshow'. Inspired by the discussion document prepared by Howson, Kahane and Pollak, the symposium consisted of three plenary sessions discussing the problems faced in the popularization through particular media. Members were present from a variety of backgrounds and discussion groups were devoted to specific themes, such as the image of mathematicians, TV and films, and mathematics in different cultures. This volume will be valuable reading for all teachers and mathematics educators and general readers who are interested in the popularization of mathematics.

Based on the International Commission on Mathematical Instruction conference held in early 1987, this volume consists of a number of key papers presented by international authorities on the role of mathematics in applied subjects, such as engineering, computer science, and mathematical modelling. The importance of certain mathematical ideas, such as geometry and discrete mathematics is stressed, as well as the more classical methods. The book includes a long article by the editor synthesising some of the main themes and trends debated at the conference.

First published in 1986, the first ICMI study is concerned with the influence of computers and computer science on mathematics and its teaching in the last years of school and at tertiary level. In particular, it explores the way the computer has influenced mathematics itself and the way in which mathematicians work, likely influences on the curriculum of high-school and undergraduate students, and the way in which the computer can be used to improve mathematics teaching and learning. The book comprises a report of the meeting held in Strasbourg in March 1985, plus several papers contributed to that meeting.

Degree students of mathematics are often daunted by the mass of definitions and theorems with which they must familiarize themselves. In the fields algebra and analysis this burden will now be reduced because in A Handbook of Terms they will find sufficient explanations of the terms and the symbolism that they are likely to come across in their university courses. Rather than being like an alphabetical dictionary, the order and division of the sections correspond to the way in which mathematics can be developed. This arrangement, together with the numerous notes and examples that are interspersed with the text, will give students some feeling for the underlying mathematics. Many of the terms are explained in several sections of the book, and alternative definitions are given. Theorems, too, are frequently stated at alternative levels of generality. Where possible, attention is drawn to those occasions where various authors ascribe different meanings to the same term. The handbook will be extremely useful to students for revision purposes. It is also an excellent source of reference for professional mathematicians, lecturers and teachers.

This book surveys the work of the Second International Congress on Mathematical Education, and presents it as a picture of developing trends in mathematical education. At the end of August 1972 around 1400 people from seventy-three countries gathered for the Second International Congress on Mathematical Education in Exeter, UK. This book surveys the work of this conference, and presents it as a picture of developing trends in mathematical education. A number of themes emerged from the Congress. For example, there was great concern with the relationship between mathematics and the way in which the formation of mathematical concepts in affected by the use of language or the means in which children form the concepts from which mathematics can be drawn.