Advancement of self-regulation during complex problem solving and the development of strategical reasoning are among the central educational goals linked to 21st century skills. In this paper we introduce the notion of "Stepped Tasks", which are specially designed in Top-Down structure to achieve these goals in mathematics instruction.…

Examined is the extent to which the current trend favoring full integration of LOGO into the mathematics curriculum responds to the current extensions of the LOGO environment, beyond its original applications within the authentic mathematics curriculum, proceeding into the domains of visual arts, physics, and composition, for example. (JJK)

Analyzes case study data of 10 low achieving students, ages 14-15, to examine the effects of participation in computer spreadsheet sessions on their understanding of mathematical symbols. Participation improved students' attitudes toward problem solving. (MDH)

A personal experience is described concerning problem solving that incorporates the computer to help generate multiple examples of proposed conjectures as solutions. The positive potential of technology to allow students of mathematics to experience the process of discovering mathematics through conjecture and generalization is emphasized. (MDH)

Presents a theoretical framework for mathematics teaching research based on a content analysis of Psychology of Mathematics Education proceedings since 1979 and a selection of work outside mathematics education. Discusses the relationship between teachers' beliefs and teacher practice, the relationship between teachers' beliefs and innovation, and…

Discusses concerns for mathematics education research on algebra and requestions methods that focus on the Piagetian concept of cognitive obstacles. Suggests the use of computer-based environments to develop the concept of variable and offers research findings indicating that experiences working with variables in LOGO influences student…

A model for learning mathematics is proposed which involves the components of using, discriminating, generalizing, and synthesizing. The ways pupils use Logo programs as tools within their projects and how the nature of their programming tools become more explicitly understood and generalized are discussed. (RH)