A discussion is presented concerning variables associated with children's representation of certain addition and subtraction problems. Problem components are classified as physical, pictorial, sensual, verbal-spoken, verbal-written, symbolic, or internal. Problems are discussed as abstract (symbolic) or nonsymbolic. Three problem components are…

This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)

This paper describes a model of student attainment of mathematical concepts and its development. In this model three types of activities (developmental, connecting, and abstract) are considered as an overlay on the three ways of representing mathematical concepts (physical/visual, oral, and symbolic). Each activity type involves some means of…

Described is a Monte-Carlo method for modeling physical systems with a computer. Also discussed are ways to incorporate Monte-Carlo simulation techniques for introductory science and mathematics teaching and also for enriching computer and simulation courses. (RH)

The 48 papers in this conference report are concerned with the use of computers in undergraduate curricula in various educational settings. Articles are split into general topic headings, including Computer Augmented Video Education (CAVE), Mathematics, Simulation, Testing, Humanities, Social Science, Computer Assisted Instruction/Computer Managed…