Discusses a model which provides a partial explanation of why females are not achieving equity in mathematics education. The model consists of four phases and explores mediating factors of autonomous learning behaviors which exist between socialization influences and learning. (JN)

Examines the nature of informal barriers for women who enter and attempt to forge careers in mathematics, proposing a theory on the subject drawn from interactionist sociology and anthropology and which is grounded in a dialectical and interpretative ontological view of society. (JN)

Provides a description of a detailed socialization model of election of mathematics courses. Mathematics achievement expectations and values are hypothesized to be influenced by students' perceptions of their own abilities, personal needs, and future goals, and by their perceptions of a set of task characteristics inherent in various achievement…

Features and tools to outline and shape the long-term learning process for ratio are presented, with examples. Ratio-anticipating activity and creating visual models and schemes are stressed, with the basis for a theory of teaching and learning ratio presented. (MNS)

An alternative explanation is presented for the pattern of relative difficulty of arithmetical word problems to that suggested in a 1983 article. It is argued, that for many problems, much of the symbolic manipulation is accomplished externally, not internally. (MNS)

This paper reviews the present state, recent trends, and prospective lines of development concerning applied problem solving, modeling, and their respective applications. Four major trends are scrutinized with respect to curriculum inclusion: a widened spectrum of arguments, an increased universality, an increased consolidation, and an extended…

A model of qualities of mathematical activity was developed within a framework of learning goals. A clinical application of the model is described, in which ninth-grade students were given assignment projects. A hierarchy of effective guidance was established, permitting diagnostic evaluation and progressive development of mathematical activity.…

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…

Explored are responses of students aged 9 to 13 to linear generalizing problems from both a technical and strategic point of view. The methods commonly used were the same in all age groups and across all three questions, although some students choosing each model varied. (YP)

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)