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In the early 1980s there was virtually no serious communication
among the various groups that contribute to mathematics education
-- mathematicians, mathematics educators, classroom teachers, and
cognitive scientists. Members of these groups came from different
traditions, had different perspectives, and rarely gathered in the
same place to discuss issues of common interest. Part of the
problem was that there was no common ground for the discussions --
given the disparate traditions and perspectives.
As one way of addressing this problem, the Sloan Foundation funded
two conferences in the mid-1980s, bringing together members of the
different communities in a ground clearing effort, designed to
establish a base for communication. In those conferences,
interdisciplinary teams reviewed major topic areas and put together
distillations of what was known about them.*
A more recent conference -- upon which this volume is based --
offered a forum in which various people involved in education
reform would present their work, and members of the broad
communities gathered would comment on it. The focus was primarily
on college mathematics, informed by developments in K-12
mathematics. The main issues of the conference were mathematical
thinking and problem solving.
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