Bruce R. Vogeli

Russian Mathematics Education : History and World Significance

Russian Mathematics Education Before the Revolution 1917 (T Polyakova) Soviet Mathematics Education in 1917-1956 (A Karp) Sixties Through Eighties (A Abramov) Challenges and Issues in Post-Soviet Mathematics Education (M Bashmakovi) Mathematicians and Mathematics Educators: Traditions of Collaboration (A Sossinsky) Soviet Influence on Mathematics Education in the Socialistic Countries (A Pardala et al.) Soviet and Russian Influences on Research in Mathematics Education (J Kilpatrick) Relevance of Russian Elementary Mathematics Education (J Schmittau) History of Mathematics Teacher Education (N Stephanova) Soviet and Russian Contribution to Mathematics Competitions (M Saul et al.) Developing an Agenda for Comparative Studies: the Example of Russia (B Vogeli).

Russian schools for the mathematically and scientifically talented: Can the vision survive unchanged?

Political and economic changes in the former Soviet Union have affected literally every aspect of Russian life including education. The purpose of this article is to describe the effects of these changes upon the internationally recognized Russian schools for mathematically and scientifically talented students. Although famous schools such as that founded by mathematician A. N. Kolmogorov have served as models for schools in other nations including the United States, the shifting sands of modern Russia may threaten their future. Previous works that described the education of the mathematically and scientifically talented in Russian such as Grigorenko and Clinkenbeard (1994), Dunstan (1990), Shtokola (1978), and Vogeli (1968) have not anticipated the impact of changes in Russias political and economic systems. This article should serve to supplement these more inclusive works.

Russian Mathematics Education: Programs and Practices

On the Mathematics Lesson (A Karp & L Zvavich) The History and Current State of Elementary Mathematics Education in Russia (O Ivasheva) On the Teaching of Geometry in Russian Schools (A Karp & A Werner) On the Teaching of Algebra in Russian Schools (L Kuznetsova et al.) On the Teaching of Analysis in Russian Schools (M Jackubson) Combinatorics, Probability, and Statistics in Russian Schools (E Bunimovich) Mathematics in Schools with Advanced Courses of Studies (A Karp) Assessment in Mathematics in Russian Schools (A Karp & L Zvavich) Extracurricular Work in Mathematics (A Marushina & M Pratusevich) On Russian Research in Mathematis Education (A Karp & R Leikin) Developing and Agenda for Comparative Studies (B Vogeli).

Special Schools for the Mathematically Talented in the People's Republic of China

Stanley, Huang and Zhu (1986) reported a higher percentage of mathematically gifted students in China than in the United States, Taiwan or Singapore. Twenty-one students from a population of 279 were judged by Stanley, et al to mathematically precocious. Despite the fact that the Chinese sample was selected from among the best schools in Shanghai and, therefore, was not realty comparable to the other national populations studied these findings justified decisions made a decade before by Chinese educational authorities to establish special programs for the gifted. In 1978, following a visit by Columbia University Professor and Nobel laureate Tsung Dao Lee, the Chinese Academy of Science acted upon his recommendations to establish special “youth classes” in mathematics.