a great deal has been written concerning the need for such tasks. The U.S. experience with NAEP tasks requiring such work shows that students will need a great deal of support in formulating, solving, and communicating their results.

These cautions notwithstanding, the broad applications of mathematics in daily life, the need to motivate and retain students in mathematics, and the importance of reporting the ability levels of students in mathematics relative to the demands of the world all require that we begin to move both instruction and assessment to include tasks such as those illustrated in this volume. To do less is to abandon significant opportunities to relate the real world to the classroom while strengthening student problem-solving and modeling skills. The trick will be to balance this instruction and assessment with the concepts and skills that define the traditional core of mathematics. This is the real-life problem confronting the classroom teacher and the curriculum specialist.

JOHN DOSSEY is the Distinguished University Professor of Mathematics at Illinois State University. He is Chair of the Conference Board of the Mathematical Sciences and has served as President of the National Council of Teachers of Mathematics, and as Chair of the U.S. National Commission on Mathematics Instruction at the National Research Council.

Front Matter (R1-R14)

Introduction (1-6)

Part One: Connecting Mathematics with Work and Life (7-56)

Part Two (57-90)

Part Three: Curricular Considerations (91-126)

Part Four: Implications for Teaching and Teacher Education (127-154)

Part Five: Epilogue (155-162)

Appendix A (163-166)

Appendix B (167-170)

Index (171-177)