Contents -- References -- Introduction -- References -- Chapter 1. Mathematics Education in Russia before the 1917 Revolution Tatiana Polyakova -- 1 The History of the Inception of Russian Mathematics Education -- 2 The 18th Century: The Period in which Mathematical Education in Russia Came to a Halt -- 2.1 Mathematical Education in the Epoch of Peter I -- 2.1.1 The mathematical-navigational school -- 2.1.1.1 Magnitsky's "Arithmetika" -- 2.1.1.2 Organization of instruction -- 2.1.2 Arithmetic (Tsifirnye) schools -- 2.1.2.1 Mathematical education in arithmetic schools -- 2.1.2.2 Difficulties in teaching -- 2.2 Leonhard Euler and Mathematical Education in Russia -- 2.2.1 The academic educational system -- 2.2.2 The mathematical-methodological school of Leonhard Euler -- 2.3 Mathematical Education in Russia in the Second Half of the 18th Century -- 2.3.1 The professional educational system -- 2.3.1.1 The naval cadet corps -- 2.3.1.2 The engineering-artillery corps -- 2.3.2 The university educational system -- 2.3.3 The general education system: Public schools at the end of the 18th century -- 3 The Formation of Russia's Classical System of School-Based Mathematical Education: 19th-early 20th Centuries -- 3.1 Mathematical Education in Russia in the First Quarter of the 19th Century -- 3.2 The Development of the Gymnasia System of Mathematical Education in the Second Quarter of the 19th Century -- 3.3 Mathematical Education in Russian Schools in the Second Half of the 19th Century and the Beginning of the 20th Century -- 3.4 The Reform Movement in Russian Mathematics Education at the Turn of the Century (19th-20th) -- 4 Conclusion -- References -- Chapter 2. Reforms and Counter-Reforms: Schools between 1917 and the 1950s Alexander Karp -- 1 Introduction -- 2 Rejecting Drills and Rote Memorization.

3 The Place of Mathematics in the New Schools and the Objectives of Mathematics Education -- 4 School Programs and School Practice -- 5 Discussion: Some Conclusions -- 6 The CPSU's Resolutions on Education -- 7 Changes in the Programs and Organization of Mathematics Education -- 8 Rising Demands and Growing Numbers of Students -- 9 The Struggle to Increase Teachers' Mathematical Knowledge and the Role of Research Mathematicians -- 10 What a Lesson must Accomplish -- 11 The Fight Against Formalism and for the Practical Application of Mathematics -- 12 Student Failure and the Struggle Against It -- 13 Monitoring in Education -- 14 The School Atmosphere and Mathematics -- 15 Schools under Stalin: Conclusion -- References -- Chapter 3. Toward a History of Mathematics Education Reform in Soviet Schools (1960s-1980s) Alexander Abramov -- 1 Introduction -- 2 Kolmogorov and Schools -- 3 The Pre-History of the Reform -- 4 The Curriculum of 1968 -- 5 The Implementation of the Reforms -- 6 Elective Classes -- 7 Mathematics 1-51 -- 8 Geometry 6-10 -- 9 Algebra and Elementary Calculus -- 10 The Counter-Reform -- 11 The 1980s -- 12 Epilogue -- References -- Chapter 4. Challenges and Issues in Post-Soviet Mathematics Education Mark Bashmakov -- 1 Introduction -- 2 Important Events in Mathematics Education of the Late 1980s -- 2.1 Emergence of a "Uniform Standard" -- 2.2 The Textbook Competition -- 2.3 New Objectives -- 2.4 The Dawn of the Computer Age -- 2.5 What Are They Doing? -- 2.5.1 Differentiated education -- 2.5.2 Regional education -- the development of "community education" -- 2.5.3 National standard -- 2.5.4 Alternative schools -- 3 Digression: A Few Personal Remarks -- 4 In the Beginning Was the Word… -- 4.1 Freedom to Design Curricula and School Programs -- 4.2 Choice of Textbooks -- 4.3 Methodological Support -- 5 Word and Deed.

5.1 Working Conditions of a Mathematics Teacher -- 5.1.1 The place of mathematics in school curricula -- 5.1.2 The role of the teacher -- 5.2 Educational Content -- 5.2.1 The structure of the educational process -- 5.2.2 Minimum level -- 6 Modernization -- 6.1 Educational Standards -- 6.2 Specialization of High Schools -- 6.3 Uniform State Examination (USE) -- 7 New Challenges and New Approaches -- 7.1 The Role of Mathematics in Students' Personal Development -- 7.2 Learning Styles -- 7.3 Specializations and Levels -- 7.4 Productivity of Mathematics Education -- 7.5 The Function of the Textbook -- 7.6 Computer-Based Technologies -- 7.7 The Role of Academic Institutions in Renewing Educational Content -- 8 Compared with Other Countries -- 8.1 How Are We the Same? -- 8.2 How Are We Different? -- 9 In Place of a Conclusion -- References -- Chapter 5. Mathematicians and Mathematics Education: A Tradition of Involvement Alexey Sossinsky -- 1 Introduction -- 2 Mathematics Circles and Olympiads -- 3 M. A. Lavrentiev, A. N. Kolmogorov, D. K. Faddeev, and the Math-Physics Boarding Schools -- 4 Israel Gelfand, the Correspondence School and Seminar -- 5 A. S. Kronrod, E. B. Dynkin, and the City Selective Mathematics Schools -- 6 Nikolay Vasiliev and the Kvant Magazine Problem-Solving Section -- 7 A Few Words on Humanities -- 8 Tightening of the Screws. How Did Mathematics Education Fare? -- 9 Bella Subbotovskaya and the Tragedy of the "People's University" -- 10 Nikolai Konstantinov -- 10.1 Moscow School #57 -- 10.2 The MCCME: A New Structure and New People -- 11 Mathematics Teachers and Research Mathematicians. Friends or Foes? -- 12 Conclusion -- Acknowledgments -- References -- Chapter 6. Russian Traditions in Mathematics Education and Russian Mathematical Contests Mark Saul and Dmitri Fomin -- 1 Introduction.

2 The Mathematical Subculture of 20th Century Russia -- 3 The Form and Style of Russian Competitions -- 4 The Growth of Russian Contests -- 4.1 The Leningrad Mathematical Olympiad (LMO) -- 4.2 The Moscow Olympiad and the Development of the All-Union Olympiad -- 4.3 "Math Battle" ( ) -- 4.4 Tournament of the Towns -- 4.5 Kvant: A Competition in a Journal -- 5 What Can We Learn? -- 6 Sample Problems -- References -- Chapter 7. The Relevance of Russian Elementary Mathematics Education Jean Schmittau -- 1 Introduction -- 2 Russian Vygotskian-Based Mathematics Education Innovations -- 3 The Role of Dialectical Logic in the Development of Ordinal Number -- 4 The Development of the Concept of Real Number from Quantity -- 5 Unresolved Issues and the Manner of Their Resolution by Davydov -- 6 The Development of Mathematics as a Conceptual System -- 7 The Role of Dialectical Logic and Psychological Tools in Developing Multiplication and Division -- 8 Problematizing the Understanding of Unit -- 9 Avoidance of Generative Metonymy -- 10 The Role of Dialectical Logic in the Development of Psychological Tools -- 11 The Role of Dialectical Logic in Developing Effective Classroom Participation -- 12 Reflections/Conclusion -- References -- Chapter 8. The Preparation of Mathematics Teachers in Russia: Past and Present Natalya Stefanova -- 1 Introduction -- 2 The System and Content of General Secondary Mathematics Education in Russia Today -- 3 Contemporary Trends in the Development of School Mathematics Education -- 4 The History of the Formation of the System of Mathematics Teacher Preparation in Russia -- 5 The Traditional System of Mathematics Teacher Preparation in Russia -- 6 Requirements for the Mathematics Teacher in Russia Today -- 7 The New Model of Mathematics Teacher Preparation in Pedagogical Institutes -- 8 Selecting Future Students.

9 The Content and Process of Academic Professional Mathematics Teacher Preparation at the Baccalaureate Level -- 10 The Content and Process of the Professional Academic Preparation of the Mathematics Teacher at the Master's Level -- 11 The Practical Preparation of the Mathematics Teacher (Field Practice) -- 12 Problems and Approaches to Solve Them -- 13 Conclusion -- References -- Chapter 9. Russian Influence on Mathematics Education in the Socialist Countries -- References -- 9.1. The Traditions and Development of Mathematics Education. Case of Poland Antoni Pardała -- 1 Introduction -- 2 Polish Mathematics Education before the Partition of Poland -- 3 Polish Mathematics Education in the Part of Poland under Russian Rule -- 4 The Period of the International Reform Movement and the Independence of Poland -- 5 Mathematics Education in Poland after World War II and before the Collapse of the Soviet Union -- 6 Conclusion -- References -- 9.2. Case of Hungary Katalin Fried -- 1 Introduction -- 2 Mathematics Education before WWII -- 3 Hungarian Mathematics Education after WWII -- 4 Russian Textbooks and Problem Collections -- 5 Reform of Postwar Curriculum -- 6 Classes for Talented Students -- 7 Conclusion -- References -- 9.3. Case of Cuba Orlando B. Alonso -- 1 Introduction -- 2 Cuban Mathematics Education before 1959 -- 3 Changes in Organization and Pedagogy after 1959 -- 4 Russian Influence in Secondary School Mathematics Education after 1959 -- 5 Russian Influence in Higher Mathematics Education and in Mathematics Teacher Education -- 6 The Situation Today -- References -- Chapter 10. Influences of Soviet Research in Mathematics Education Jeremy Kilpatrick -- 1 Introduction -- 2 Educational Psychology in the Soviet Union and the United States -- 3 English Translations of Soviet Work -- 3.1 Soviet Instructional Psychology.

3.2 A Measurement Approach to Number.