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The article discusses fieldwork completed at Kenilworth Castle in England to teach the connections between history and mathematics. Topics discussed include the involvement of trainee teachers in the fieldwork, the ways in which the fieldwork encouraged an interdisciplinary approach to teaching various subject curricula, and the ways in which symmetry and shape can be taught using castles.

In this article the authors discuss the teaching of linear equations in Finland, Hungary, and Flanders. They describe and compare the methods of three mathematics teachers, including a Flemish, a Hungarian, and a Finnish, to teach the concepts of linear algebraic equations. They conclude that the Hungarian mathematics teaching practices emphasize mathematical reasoning, and involves individual problem solving as well as collective sharing of solutions.

The article presents findings of a study which examines the methods used by teachers in teaching mathematics in Flanders, Finland, Hungary and Spain. The study found out that teachers' actions are informed by different factors which include long-held and frequently unarticulated traditions in teaching and learning, personal beliefs and values. Furthermore, it revealed that teachers of each country are acting in accordance with their customs and practices.

The article presents the third article of the series articles on the difference in mathematics lessons in five European countries. There is no restrictions on who is allowed to produce textbooks in Flanders. For England and Finland, the regular use of word problems may improve learners' mathematical applicability. Hungarian schools were able to solve the problem of moving between rooms by means of a systematically implemented break of 15 minutes between successive lessons.

The article presents information about teaching of mathematics in Flanders, England, Hungary and Spain. Video-recording was done of a single lesson in each country on four key topics. It showed how effective teachers in each country conceptualized and taught key topics of interest all teachers. The topics were percentages, polygons at upper primary and secondary level and linear equations. After the videotaping was over, the videotape was transferred to CD ROM. The working definitions for coding the episodes of project lessons of the ten didactic categories was given in a tabular form.

Describes a lesson showing how mathematics can be made accessible to young children and how fundamental issues of variant and invariant properties may be developed. Relationship between the position; Lesson based on the use of linking cubes; Follow up lesson.

Reviews the computer software Visual fraction for Mathematics games. Product features;Channel overview; Contact information.