Reflects on what it means to be a successful teacher or student in a reform-inspired mathematics classroom. Discusses one teacher's experiences at the beginning and end of her first year of implementing reform in light of her changing views of success. (ASK)

Presents an article featured in the March issue of "Mathematics Teaching" that discusses the necessary components of active learning in mathematics classrooms. Considers constructivist framework for analysis of mathematical learning activities that need to be carried out with consideration of aspects of presentation, the nature of pupils' mental…

Argues that teachers need help developing the knowledge and habits of mind to construct practices that embody the integration of assessment with instruction. Describes a study in which teachers try to link assessment with instruction through cases. (ASK)

Calls for the crucial need to incorporate alternative approaches into everything teachers do and the mistakes teachers make in the classroom. Discusses three specific instructional trouble areas of every teacher's reality and common mistakes. (ASK)

Focuses on the selection and creation of mathematical tasks, drawing on QUASAR's research on mathematical tasks and experiences with teachers and teacher educators. Presents examples of task analysis and issues that teachers should reflect on. (ASK)

Presents the discussion of three teachers who were searching for understanding of problem-centered instruction in mathematics education. Aims to help readers reflect on how they see problem solving in their own classrooms and to reconsider ways in which they use problems in instruction. (ASK)

Defines number sense and gives suggestions and activities for teachers to use in helping students develop number sense, including using process questions, using writing assignments, encouraging invented methods, using appropriate calculation tools, helping students establish benchmarks, and promoting internal questioning. (MKR)

Presents the President's address from the 1999 annual meeting of the National Council of Teachers of Mathematics (NCTM). Asserts that the mathematics classroom teacher must create an environment that supports students and mathematics growth at many different levels, and suggests ways in which to achieve this. Considers the changing societal…

Lists five possible reasons for Singapore students' success in the Third International Mathematics and Science Study (TIMSS). Asks readers to reflect on the implications for mathematics teaching and learning in the United States. (ASK)

Describes the use of a graphic organizer--webs--to help students learn to connect concepts in mathematics. (MKR)

Describes the first year of an ongoing professional-development project that engaged 37 middle school teachers in roles that promoted them as active learners and decision makers. (ASK)

Describes an inquiry activity in which students explore the variables that influence the amount of time it takes a ball to roll down an inclined plane. Relates features of the activity to recommendations in the NCTM Standards. (MKR)

Discusses research on cooperative learning groups and concludes that cooperative groups should often be homogeneous. (15 references) (MKR)

Describes a three-week summer institute for middle school teachers in which they explored quantitative reasoning, the notion of variable, various algebraic concepts, and proportional reasoning. Activities included journal writing, field experience, and sharing time. (MKR)

Describes a professional development activity that offers a way for teachers to analyze their current classroom discourse practices and move toward the goal of dynamic and productive mathematical discourse. (ASK)