Explores young women's avenues of connection to mathematics using the framework from Belenky, Clinchy, Goldberger, and Tarule. Suggests ways for engaging in connected mathematics teaching using the SummerMath program as an example. (MKR)

Presented are several stress reduction techniques that can be learned by students so that they can take an active part in controlling their responses to stressors that they face. Helping children cope with stress will help them in learning situations and daily life. (RH)

Describes a teaching experiment conducted over a period of four consecutive days with 13 fourth grade students who had already completed a unit of fractions to determine whether problematic size was the ordering criteria. Concludes that children can indeed order fractions as they do natural numbers. (Contains 11 references.) (ASK)

Discusses several research efforts focusing on understanding students' attributes and validating instructional programs to improve mathematical learning and provides several instructional recommendations to assist teachers in enhancing mathematics learning for all students. (MKR)

The goals of the Research Council for Diagnostic and Prescriptive Mathematics (RCDPM) and the extent to which they are being realized are considered. Also discussed is the role of RCDPM in the broader mathematics education community, as well as some challenges and future directions. (MNS)

Presents a device for sketching the graph of the composite and inverse of single variable real-valued functions. Discusses some didactic methods of paths. (YP)

Describes the Math, Science, and Computer Camp for girls ages 8-12. Includes vignettes that illustrate worthwhile mathematical tasks in which girls engage that expand their notion of mathematics. (MKR)

Discusses three purposes of mathematics clinics, indicating that the resultant organizational structure of a particular clinic and the underlying values are intimately related to the identified purposes and that the precise character of a clinic is based on the relative emphasis ascribed to the different purposes. (JN)

Introduces an introductory module for analysis. Describes stock of basic functions and their graphs as part one and three methods as part two: transformations of simple graphs, the sum of stock functions, and upper and lower bounds. (YP)

Discusses a technique for graphically composing functions. Describes three-step composition procedures in two- and three-dimensional rectangular coordinate systems. Provides three examples. (YP)

Analysis of errors children make is modeled both with and without computers. Patterns of thinking are traced for a fifth grader, with the discussion focused on getting clues for remedial instruction by analyzing the dialog. (MNS)

Shows that graphs can reveal much about feedback systems that formula conceal, especially as microcomputers can provide complex graphs presented as animations and allow students to interact easily with them. Describes feedback systems, evolution of the system, and phase diagram. (YP)

Describes the psychological analysis of the instruction of the concept of multiplication in the former Soviet Union. Presents a system of instructional situations in introducing multiplication and the main results of instruction for grade two. (MDH)

Discusses the nature and importance of iconic learning (image-related) and a medium to facilitate assessment at the iconic level of knowing. The medium consists of a series of self-inking rubber stamps made with iconic representations of numeration blocks and sticks in denominations of 1, 10, and 100. (JN)

Describes a general education course addressing the linguistic and logical aspects of the language of mathematics which is intended to develop students' abilities to read mathematics, express mathematical thoughts clearly, reason logically, and grasp the nature of proof. Students improved their algebraic procedural skills and attitudes toward…