Abstract
Research on mathematical education over the past two decades has produced a vast body of studies which has resulted in, on the one hand, a new and enriched conception of the goals of mathematics education, focusing much more than before on understanding and problem solving, and, on the other, a conception of the nature of mathematics learning as involving the learners' construction of mathematical knowledge and cognitive skills based on modeling reality. In the present article four major aspects of mathematical education are briefly reviewed: (a) a dispositional view of the goals of mathematics education; (b) mathematics learning as the construction of knowledge and skills in a sociocultural context; (c) designing powerful teaching–learning environments for mathematics; and (d) constructing innovative forms of assessment instruments tailored to the new goals of mathematics education.
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