I'll accept the invitation to comment on the Boston meeting. I hope others will too. In general it was cold and crowded - 20,000 attendees and cooler weather than I'm used to. It's nice to be back home in 80 degree weather among the blooming azaleas and dogwoods. Despite the large numbers I did not "feel" crowded (less so than Nashville or New Orleans).
I attended a number of good sessions. Two of the more enlightening were by 1) Millie Johnson and 2) John Bransford and Linda Zech. Johnson spoke on spirals, meander, and explosion. I learned about J.B.S. Haldane who wrote an essay "On Being the Right Size." Lots of combinatorics and connections to biology -- one of the more impressive aspects was doing all this in a manner that appealed to and did not lose the general K-16 audience in attendance. I got a lot of good ideas for things to do with classes I teach and I need to get a copy of Haldanes essay. I also learned about Horton analyses of branchings -- Millie made Mr Horton come to life for me and I want to explore some of the things she described.
Bransford did an overview of technology and mathematics education. A copy of the handout is available at http://www.ltc.vnaderbilt.edu/papers/ techrsc2.html (hope I copied that correctly). Two things were striking to me -- I think it was the first time I've heard a technology speaker NOT speak out against tutorial and drill software (I understood him to say that this type of software is useful as part of larger instructional plan). But most striking was the effect use of technology to _make_ the presentation. I think he used something like Powerpoint to show electronic "transparencies" which included screen captures from software, color photographs, and quicktime movies of things like the Jasper series videos and video descriptions of other projects (such as Roy Pea describing a project he directs). I was very curious (but didn't ask) how big the file containing his presentation was -- my guess 40 MB because of the 10-20 quicktime movies.
I think I benefited most from the exhibits and informal meetings with friends and colleagues. The new TI-92 was widely available for viewing and testing. My favorite exhibit discovery was at the Vernier booth -- they use a wire "in-basket" to cover/protect the motion probe that attaches to the TI CBL -- for someone like me who consistently drops kilo weights and other items onto this $90 probe the basket was a simple, clever, and useful idea.
I also enjoyed chatting with Annie Fetter who took the initiative to revive NCTM-L. I didn't see many yellow ribbons or evidence of NCTM-Lers though I know they were there. I learned that NCTM will soon be more active on the Internet. The World's Largest Math Event occurring later this month will be one of the first items -- look for this on the Web through the PBS site : http://www.pbs.org/learning/mathline/nctm_wlme.html
I did hear an NCTM Board member (as of 10 Apr, a former Board member) express a concern that NCTM's Internet activity be widely available to all NCTM members. There seems to be concern about teacher access to the Web and gopher.
Anyway, I did more, heard more, saw more, but I've said enough.