This guide is a revised and updated edition of "Making It Count." This version contains much of the information from the earlier publication but also includes strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional…

This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…

This guide is designed to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities. Mathematics proficiency includes mastery and fluency in foundational numeracy; an understanding of complex, grade-appropriate concepts and procedures; and application of those competencies to solve relevant,…

Describes the use of investigations for the purpose of assessment, teaching, and learning. Lists types of questions that can be included in investigations. Explains how to write an investigation and provides some examples. (ASK)

Describes some general techniques for making collapsible models, including spiral models, for all the Platonic solids except the cube. Discusses the nature of the dissections of the faces necessary for the construction of the spiral cube. (ASK)

The objective of preschool teachers should be to determine the mathematical ability of preschool children and improve their skills using meaningful teaching methods through pictorial demonstration and manipulative models. Children who receive number concept instruction through hands-on play models, activities, and discussion show greater…

Describes and shares one incident of a teacher's mathematics exploration in a professional development setting to exemplify the ideas of the Professional Standards for Teaching Mathematics. Focuses on the handshake problem which tries to find out how many handshakes will occur if 20 people shake hands with every other person. (ASK)

Describes students' investigative work that resulted from playing the game Set in an attempt to show how such games can be used to develop mathematical reasoning. (ASK)

Describes an experiment with two participants, one of which is familiar with the Geometer's Sketchpad but not with Cabri-Geometre and vice versa. Displays the work of both participants when they are given two geometry problems in secret and 20 minutes to work on each, the first with software that they are familiar with and the second using the…

Describes a project that utilizes journal writing in the mathematics classroom. Journals are a valuable form of assessment for students and teachers and furnish concrete feedback on a student's understanding of a mathematical concept. (ASK)

Provides some examples of mathematics problems that have solutions involving triangular numbers. Illustrates the observation of number patterns from which conjectures and generalizations can be made. Suggests other extensions for further investigation. (ASK)

Discusses experiences using a new mathematics curriculum with sixth grade students for nine weeks. Presents a student's discovery of her power in mathematics through this problem-centered curriculum. (ASK)

Describes a student project that enables students to experience problem-solving strategies and construct their own understandings of the problem-solving strategies by researching the problem-solving process itself, uncovering and defining strategies that they can subsequently use to solve problems, and exploring the impact that attitude has on…

Focuses mainly on a common example in technology-rich mathematics curricula, namely the line of best fit, followed by a discussion of two additional examples, interpolating polynomials and complete graphs. (ASK)

Describes how classification came alive in a third grade classroom as children searched for rules or properties defining the five Platonic solids, then constructed a precise definition to classify these solids. (ASK)