A case is made against the major argument which implies that the use of a calculator for arithmetic problems that can be done by hand will prevent a student from being able to do arithmetic when the calculator is absent. (MN)

A research focusing on the ability of the students to learn, the thinking capacity of the teachers and the languages, policy and technologies used in the classroom is conducted in order to understand and overcome the problem of students in learning algebra. The analysis shows that the problem is caused by the use of an instrumental approach…

A teacher relates the experiences he and his classes had as a result of nonverbal instruction in mathematics. He tapped creative resources within himself of which he was previously unaware and his students became more involved in formulating the rationales of the mathematics being taught. (JP)

Homework assignment procedures most often used in mathematics classes are analyzed, research results in this area are cited, and corrective measures are proposed. (DT)

This article is based on the 1987 presidential address to the National Council of Teachers of Mathematics. The work of George Polya is used to draw conclusions about teaching and learning mathematics. (PK)

The chief pedagogical advantages of the metric system are discussed as being its coherency and an aid to learning. The reasons for converting to the metric system are discussed. (MP)

Action research activity enables the teachers to find out questions about their teaching habits, their students learning ability, where the good teachers are constantly involved in this process to know what happens in the class. Action research is a valuable tool in the hands of the teachers, which helps them to know more about teaching and…

Common strategies for teaching proofs are discussed. Prerequisite behaviors, components of a learning hierarchy, are expressed in behavioral terms. The six categories are knowledge about logic, knowledge about the components of a deductive system, knowledge about proof strategies, knowledge of proof formats, proof completion, and generalization.…

Teaching mathematics in hard ways, rather than using easier methods or technology, is described. Employing the most efficient means possible to solve a problem is the essence of good mathematics, rather than wasting time in practicing obsolete skills. (MNS)

An attempt to combine the advantages of group instruction with the advantages of individualized instruction is described. The rationale, procedure, and method are discussed in turn. Test results indicated that students learn at least as well by this combined method. Student opinion was generally favorable. (LS)

A follow-up to the NACOME report which would clarify principles of mathematical learning and teaching is discussed. (DT)