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Life Insurance Mathematics -- Life Insurance Mathetnatics second, expanded edition 1995 -- Copyright -- Foreword -- Preface -- Contents -- Chapter 1. The Mathematics of Compound Interest -- Chapter 2. The Future Lifetime of a Life Aged x -- Chapter 3. Life Insurance -- Chapter 4. Life Annuities -- Chapter 5. Net Premiums -- Chapter 6. Net Premium Reserves -- Chapter 7. Multiple Decrements -- Chapter 8. Multiple Life Insurance -- Chapter 9. The Total Claim Amount in a Portfolio -- Chapter 10. Expense Loadings -- Chapter 11. Estimating Probabilities of Death -- Appendix A. Commutation Functions -- Appendix B. Simple Interest -- Appendix C Exercises -- Appendix D Solutions -- Appendix E Tables -- References -- Index.

To characterize the actual political and social situation in mathematics education around the world, in particular in most of the rich countries, one could state that the commercial textbook 'business' community controls the materials available to teachers to an extent that teachers are rather slaves of the textbook than autonomous and enlightened users; and that assessment still is primarily and predominantly a mechanism for selecting the mathematical elite only instead to provide a profound mathematics education to all. The few promising developments in mathematics education could be seen in the increasing availability of personal technology, in the growth of the vocational education sector, in the growth of the informal sector through web- access, and – my big hope – in the increasing professionalization of mathematics teacher associations in many countries and the growth of equal and fair collaborative research within the mathematics education community.

Are there moral facts? Are there mathematical facts? Many say yes to the latter but no to the former. Justin Clarke-Doane argues that the situation is much more subtle: although there are no real moral facts, morality is objective in a paradigmatic respect. Conversely, while there are real mathematical facts, mathematics fails to be objective.

Hans Freudenthal—in his capacity as a mathematician as well as a veryarticulate and thoughtful mathematics educator, as an international 'politician' ofmathematics education, as the founder ofEducational Studies in Mathematics,asa prolific writer, as an organiser of meetings and conferences—exerted quite aninfluence on Danish mathematics education from the late 1960s onwards. The Dutchmathematics education tradition thus founded always received close attention fromthe Danish mathematics education community. In this chapter, I outline and discussthe nature of this influence and I attempt to provide an explanation of why thistradition has resonated so well with implicit and explicit movements in Denmark.

The article presents a review of the competence-framed concept of compulsory mathematics education and appropriate instruction methods, in light of the international influences on Croatia through comparative ranking in PISA mathematical literacy. We begin by reviewing the conceptual constructs behind social influences on the supra-national development of the literacy/competence concept in mathematics education and assessment, and briefly examine its components and instructional contributions. Within this context we proceed to map past and current, and extrapolate future, changes in the conceptualisation of school mathematics and mathematics teaching in Croatian compulsory education, including recent empirical findings on mathematics instruction in Croatian primary schools. The aim is to examine social and (comparative) political influences on subject-matter and teaching of 'hard' school subjects such as mathematics, chart Croatia's current position according to international assessment and instructional trends, and recommend possible steps in immediate development of educational policy. (IN CROATIAN: Članak donosi pregled koncipiranja obveznog matematičkog obrazovanja kroz kompetencijske ishode te prikladnih metoda poučavanja. Takav pregled daje se u svjetlu međunarodnih utjecaja na koncipiranje matematičkog obrazovanja u Hrvatskoj kroz rangiranje matematičke pismenosti 15-godišnjaka u PISA testiranju. Na početku se obrazlažu konceptualni konstrukti u pozadini društvenih utjecaja na nad-državni razvoj pojma pismenosti/kompetentnosti u obrazovanju i testiranju iz matematike. U tom svjetlu pregledavaju se prošla i sadašnja, te predlažu moguća buduća, određenja i promjene školskog matematičkog obrazovanja i procesa poučavanja matematike u hrvatskim osnovnim školama. Pregled empirijskih istraživanja praksi i stavova o matematičkom obrazovanju u posljednjih nekoliko godina komplement je pregledu teoretskih određenja. Cilj je istražiti i prikazati društvene i (komparativne) političke utjecaje na sadržaj i poučavanje 'čvrstih' školskih predmeta kao što je matematika, obilježiti trenutnu hrvatsku poziciju po međunarodnim testiranjima i empirijskim istraživanjima stavova učenika i nastavnika, te preporučiti moguće neposredne korake u razvoju obrazovne politike u području matematičkog obrazovanja.)