Considered was the question of whether a strategy that was widely used by young children in clinical interviews occurred in less structured situations. Findings indicated that it did not occur in the performance of a routine counting task by preschoolers. Reasons for apparent discrepancies are discussed. (CW)

Describes a study to determine middle school children's representational strategies to form part-whole or part-part relationships for relational numbers such as proportions, ratios, or fractions. Quantitative and qualitative analysis revealed that children prefer a part-part representation to solve relational quantity problems. (15 references)…

Provides new evidence for mathematical problem-solving abilities of preschool children. These problem-solving behaviors occurred in a study of sharing of discrete items by dealing, in which we examined the abilities of three categories of counters to solve a discrete redistribution problem. Identifies problem-solving strategies used in the context…

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. Significant differences between groups were found favoring the strategy approach. (Author/CW)

Reported is a naturalistic study of the role of mathematical paradoxes in the preservice education of high school mathematics teachers. Findings indicate that the model of resolving paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive…

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)

Identified are three obstacles which students must overcome when examining and interpreting diagrams. The resources of the Geometric Supposer, a set of microcomputer tools designed to aid students, are outlined. The advantages of the use of this software are emphasized. (CW)

Learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10- to 12-year range. Ten participants were placed in a series of situations that required them to manipulate programing procedures in LOGO. Analysis of children's behavior revealed their competence in manipulating…