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This book presents selected papers from a conference whose objective was to determine the policies needed to foster the involvement of minorities in science, engineering, and mathematics. The following papers were presented: (1) "Introduction" (Eugene Cota-Robles); (2) "United States Demographics" (George Campbell, Jr.); (3) "A Practitioner's Perspective" (Carlos Rodriguez); (4) "Policy Issues" (Alan Fechter); (5) "Entering the Education Pipeline" (Shirley Malcolm and Bernice Anderson); (6) "Changing the Face of Science and Engineering: Good Beginnings for the Twenty-First Century" (Joan Bissell); (7) "Early Childhood Science Programs" (Yolanda S. George); (8) "Obstacles to Policy Formation" (Antony Ward); (9) "Influences on Minority Participation in Mathematics, Science, and Engineering" (Beatriz Chu Clewell and Jomills Henry Braddock, II); (10) "Advancing Middle Grade Reform: Research" (Anita M. Baker); (11) "It Takes a Village To Raise a Scientist" (DeAnna Beane); (12) "The Policy Perspective" (Nancy Carson); (13) "The Transition to and from High School of Ethnic Minority Students" (Angela B. Ginorio and Jeri Grignon); (14) "Explaining the Unrealized Aspirations of Racial and Ethnic Minorities" (Barbara Schneider); (15) "The College Preparation Process" (Judith Shay); (16) "Policy Matters" (R. Guy Vickers); (17) "Barriers to Minority Success in College Science, Mathematics, and Engineering Programs" (Reginald Wilson); (17) "The Role of State and Institutional Policies and Practices" (Richard C. Richardson, Jr.); (18) "Reflection on the State of Research: What Next?" (Vincent Tinto); (19) "University Faculty: Priming the Pump or Lying in Ambush?" (William Yslas Velez); (20) "Rethinking the Model" (Antoinette Torres); (21) "Financing Opportunity for Postsecondary Education" (Thomas G. Mortenson); (22) "The Preparation of Minorities for Academic Careers in Science and Engineering: How Well Are We Doing?" (Shirley Vining Brown); (23) "Enhancing the Research Base" (Cheryl B. Leggon); (24) "The Next Stage" (Cora Marrett); (25) "Policy Perspectives" (Daryl E. Chubin); (26) "Models for Studying Early Careers: Minority Scientists and Engineers in Industry" (Terrence R. Russell); (27) "Why Are Minority and Women Scientists Still Treated So Badly?" (Henry Etzkowitz); (28) "Critical Issues" (George Campbell, Jr.) (29) "Policy" (Willie Pearson, Jr.); and (30) "Gaining Access: A Research and Policy Agenda" (Ronni Denes). Each paper contains references. (Contains 41 tables and 68 figures.) (SLD)

This paper reports on a class assignment written by preservice teachers on the use of mathematics in different professions. The professions included licensed practical nurse, auto mechanic, research and development product manager for industrial cleaning products, dental office assistant, snack bar employee at a beach club, beauty salon owner and operator, apple orchard and fruit stand owner, secretary at a university alumni hall, bus person at a restaurant, video store clerk, professional mover, convenience store assistant manager, pizza restaurant server, meteorologist, and land surveyor. (YDS)

The 13 essays in this book examine the theory of constructivism in relation to teaching and learning. The first section provides an account of the epistemological, psychological, and sociocultural research that serves as the theoretical basis of constructivism, and includes the following chapters: "Introduction: Aspects of Constructivism" (Ernst von Glasersfeld), "Constructivism: A Psychological Theory of Learning" (Catherine Twomey Fosnot), and "Where Is the Mind? A Coordination of Sociocultural and Cognitive Constructivist Perspectives" (Paul Cobb). The second section features chapters by scholars from various disciplines in five chapters: "A Constructivist Perspective on Teaching and Learning Science" (Candace Julyan and Eleanor Duckworth); "A Constructivist Perspective on Teaching and Learning Mathematics" (Deborah Schifter); "A Constructivist Perspective on Teaching and Learning in the Language Arts" (June S. Gould); "A Constructivist Perspective on the Role of the Sociomoral Atmosphere in Promoting Children's Development" (Rheta DeVries and Betty Zan); and "A Constructivist Perspective on Teaching and Learning in the Arts" (Maxine Greene). In the last section, teachers describe how they apply their constructivist perspective to classroom practice in four chapters: "Is the Algorithm All There Is?" (Jill Bodner Lester); "A First-Year Teacher Implements a Literature-Based/Whole Language Program in Fourth-Fifth Grade" (Susan Cowey); "The Project Approach in Reggio Emilia" (George Forman); "Teaching Introductory Physics to College Students" (Dewey I. Dykstra, Jr.); and "Teachers Construct Constructivism: The Center for Constructivist Teaching/Teacher Preparation Project" (Catherine Twomey Fosnot). (Individual chapters contain references.) (PB)

This book is a compilation of papers from authors who are all concerned with what bearing mathematical practice has on the production or construction of mathematics. The sections and chapters are: (1) General Introduction: "The Promethean Task of Bringing Mathematics to Earth" (S. Restivo); (2) Philosophical Perspectives: "Foundations of Mathematics or Mathematical Practice: Is One Forced to Choose?" (J. P. Van Bendegem), "A Naturalized Epistemology for a Platonist Mathematical Ontology" (M. D. Resnick), "Mathematical Skepticism: Are We Brains in a Countable Vat?" (T. Tymoczko), "Philosophical Problems of Mathematics in the Light of Evolutionary Epistemology" (Y. Rav); (3) Mathematics, Politics, and Pedagogy: "Mathematics as a Means and as a System" (R. Fischer), "Reflections on the Foundations of Research on Women and Mathematics" (H. Jungwirth), "Politicizing the Mathematics Classroom" (N. Noddings), "The Dialogical Nature of Reflective Knowledge" (O. Skovsmose), "Applied Mathematics as Social Contract" (P. J. Davis); and (4) Mathematics, Society, and Social Change: "Mathematics and Social Change" (R. Fischer), "The Social System of Mathematics and National Socialism: A Survey" (H. Mehrtens), and "The Social Life of Mathematics" (S. Restivo). Author and subject indexes are included. (MKR)