Introduction Section One: What Is Mathematics and What Is It For? Chapter 1 Being Mathematically Educated in the 21st Century: What Should It Mean? Chapter 2 Industrial Applied Mathematics Is Changing As Technology Advances: What Skills Does Mathematics Education Need to Provide? Chapter 3 Following Mathematical Practices in Design-oriented Work Chapter 4 Mathematizing in Practice Chapter 5 Mathematics Provides Tools for Thinking and Communicating Section Two: Curriculum and Classrooms for the Future Chapter 6 One Mathematics for All? Chapter 7 General Mathematical Competence: A New Way of Describing and Assessing a Mathematics Curriculum Chapter 8 Maximizing Energy in the Learning of Mathematics Chapter 9 Modelling for the New Millennium Chapter 10 Mathematics and Scientific Literacy Chapter 11 Mathematics Laboratories for Science Undergraduates Chapter 12 The Mathematics of Change and Variation from a Millennial Perspective: New Content, New Context Section Three: Thinking about Change Chapter 13 Fudge and Fiddlesticks: A Century After Chapter 14 Glimpses of the Past, Images of the Future: Moving from 20th to 21st Century Mathematics Education Chapter 15 Training Today the Teacher of Tomorrow Chapter 16 Reconstructing Professional Judgment in Mathematics Education: From Good Practice to Warranted Practice Section Four: Learning from the Pacific Rim Chapter 17 New Goals and Directions for Mathematics Education in Korea Chapter 18 EXAM MATHS Re-examined Chapter 19 The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium