Our concern is the inequities that arise from dzferential access and use of educational technology in mathematics for groups characterised by gender, ethnicity, income level and ability. As access to information and communications technology (KT) increases both in homes and schools, our paper asks whether previous inequities are being ironed out or exacerbated. Equity is consideredj-om the three perspectives proposed by Fennema (1990) , namely in terms o$ (a) opportunities to learn (physical access); (b) educational treatment (how technology is used, by whom), and the social and psychological factors influencing its use; (c) educational outcomes (impacts on achievement, attitudes and motivation). Suggested policies and pedagogies for removing the boundaries between technology 'haves'and 'have-nots ' are presented.

This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology, offer suggestions for successful faculty development programs, and provide a list of resources for technology-based teaching.

The most crucial stage in the process of becoming a teacher occurs at the very outset, during the transition from student to student teacher to novice teacher. Many people can provide vital support to the new teacher: cooperating teachers, university supervisors, instructors of methods classes, and more experienced teachers in the school can all act as mentors. What is known about the mentoring process? What is unique to mentoring mathematics teachers? In this article we hope to outline what is known and offer some guidance for those wishing to be effective mentors.

The National Council of Teachers of Mathematics has long advocated the use of calculators at all levels of mathematics instruction, and graphing calculators are no exception.

The belief that mathematics is a language is not new. One often hears this sentiment in conversations among mathematicians, and many students resonate to the idea of mathematics as a “foreign” language. A consensus on this issue does not exist in the mathematics community, however. Hersh (1997) asserts that mathematics is just a jargon, a semi-dialect—he calls it “math lingo.” He points out that if mathematics is a language, then people must be able to make such statements as “I am cold" in that language. Magnus (1997) also disputes the claim that mathematics is a language, preferring to describe it as making use of a special language and having some functions of a language but not being a language in its own right. Bullock (1994, 736) disagrees, claiming that indeed mathematics is a language.