Over the past twenty years the study of mathematics education at the graduate level has become increasingly popular in faculties of education in Australian universities. It is not hard to find reasons for this:

• Mathematics has an important place in the curricula of Australian primary and secondary schools, in TAFE institutions, and in universities.
• With the advent of mass primary education, ever-increasing retention rates in secondary schools, and the challenges associated with the concept of "lifelong education," difficult issues associated with the curriculum design and the teaching and learning of mathematics are arising.
• The initial teacher education programs that were experienced by many beginning teachers of mathematics rarely grappled with the major issues faced by teachers in our schools, and by curriculum designers.
• Teachers face challenges associated with themes such as "co-operative group learning," "constructivism," "problem solving," "metacognition," "mathematics curriculum and technology," "mathematics curricula in an age of mass education," "mathematics and lifelong learning," "number sense," "assessment alternatives for school mathematics," "the influence of language and cultural factors on mathematics learning,"" and "benchmarking and outcomes- based-education." Many teachers are attracted to graduate programs not so much because a postgraduate qualification will get them higher pay (often it will not): rather, they want to grow professionally by enrolling in programs which will complement their daily work and force them to identify and grapple with major issues.

As a result of these and other factors, thousands of Australian teachers of mathematics are participating in professional development programs in which suggestions for responding to the challenges are put forward. However, by enrolling in a graduate program which has an emphasis on mathematics education, teachers (and others interested in mathematics education) can become aware of theoretical as well as practical issues. They can also be introduced to the literature on how mathematics teachers and educators around the world are responding to the challenges.

In the past there has been little emphasis on mathematics education in graduate education programs offered in the Faculty of Education. From 1996 onwards, however, our aim will be to offer one of the best (hopefully the best) graduate mathematics education programs in Australia.

Flexible Modes of Program Design and Delivery

As from the beginning of first Semester, 1996, post-Graduate courses in Mathematics Education within the Faculty of Education at the University of Newcastle are available to students in any one of FOUR modes of delivery:

• Internet (World wide web and gopher options)
• CD-ROM
• Text-based print medium, off-campus
• On-campus lectures and tutorials

It should be noted that students can choose the medium by which they will study. That is to say, they can, for example, take all their subjects by the on-campus, lecture and tutorial mode. Students choosing that option will be introduced to Internet and CD-ROM as part of the normal program.

On the other hand, it will be possible to complete a masters degree in education (with emphasis on mathematics education) via Internet or CD-ROM without ever attending the University of Newcastle campus. This will obviously be convenient for persons living some distance away from Newcastle (in other parts of New South Wales, or in other States, or indeed in other countries). However, even persons living in, or close to, Newcastle, may prefer to study any or all of the mathematics education subjects in a distance mode.

The Faculty of Education has set up a mathematics education "web page" located at the University of Newcastle which may be accessed from anywhere in the world using a web browser (such as Netscape or Mosaic). This contains general course information and, for enrolled students, the option to complete all requirements for their studies electronically. Course materials may be downloaded, assignments submitted and correspondence with lecturers carried out (using e-mail). If a web browser is not available, these facilities are also available using ftp or gopher interface. Access to a modem or to an internet service is required for this mode of delivery.

All materials available electronically will also be available in text-based form (the traditional distance education mode, with a printed subject guide and assignments submitted by mail).

Students without access to modem or internet provider may also consider the CD- ROM option. In that case, all course materials will be provided in paper-free form. Access to CD-ROM facilities on either Macintosh or Windows/DOS platforms will be required.

Finally, courses may be studied on-campus, in full-time or part-time modes. Depending upon numbers, this may occur at the Callaghan campus in Newcastle, or at the Ourimbah campus on the Central Coast.