Points out that the notion of "concrete" is relative and argues the advantages of, and recommendations for, using computer manipulatives. (MKR)

Examines research relevant to the debate about the relative emphasis that formal proof should play in high school geometry. Discussion includes establishing truth in geometry, research in students' learning of proof, developing the notion of proof, alternatives to axiomatic approaches, computer construction programs, and classroom recommendations.…

Investigates the development of shape concepts within an instructional unit on geometric paths, including the role of noncomputer and computer interactions in that development. Concludes that the computer environment and the activities facilitated students' development of their conceptualizations of the properties of geometric shapes and their…

Examines two types of computer environments suggested by the new Standards, one of which is the computer manipulative and the other a navigational environment such as the computer turtle. Discusses the contribution that these environments can make to young children's mathematics learning. (Contains 12 references.) (ASK)

This book, the 10th volume in the Journal for Research in Mathematics Education (JRME) Monograph Series, discusses the geometry curriculum and investigates how elementary school students learn geometric concepts and how Logo programming and its turtle graphics might affect this learning. This volume also provides details on the development,…

Reviews research on the appropriateness of computer use with young children. Discusses the effects computer use on children's lives, interaction, social and emotional development, learning and thinking in mathematics, and the implications for teachers. (KHR)

Examines the effect of a technology-based educational innovation in a school's mathematics program on the knowledge and beliefs of students and teachers, based on recent reform recommendations. Emphasizes unrealized potential and missed opportunities for facilitation due to divergent beliefs of the social groups. Contains 42 references.…

Presents an activity that capitalizes on the particular advantages of physical and computer pattern blocks. (KHR)

Reviews research on computer programming and discusses implications for future research across various computer applications. Suggests future research needs, including expanding knowledge of what students/teachers learn in various environments, and investigating how unique features of various programming environments interact with goals and…

Reviews research literature leading to design of a new LOGO environment, Geo-LOGO, tailored for elementary students' learning of geometry. Presents empirical data from the first field test of the Geo-LOGO environment, which generally support the efficacy of the software design. (Author/MKR)

Describes a study of third-grade students (N=38) that investigates the development of linear measurement concepts. Three levels of strategies were identified: visual guessing, hash marks, and no physical partitioning. Students who connected numeric and spatial representations proved to be the better problem solvers. Contains 22 reference. (DDR)

Investigated development of turn and turn measurement concepts within a computer-based instructional unit. Written assessments, interviews, and interpretive case studies of third and fourth graders found that turns were less salient for children than forward and back motions; students evinced a progressive construction of imagery and concepts…

Educational technology can change the way children think, what they learn, and how they interact with peers and adults, or technology can teach the "same old stuff in the same old way." This paper examines computer use with young children and how computers can be used more effectively. The essay describes changes in the past decade in computer…

Uses three computer software programs to help students develop algebraic reasoning. Programs include spreadsheets, Logo programming language, and Teasers by Tobbs. (ASK)

Building Blocks is a National Science Foundation-funded project designed to enable all young children to build a solid foundation for mathematics. To ensure this, we used a design and development model that drew from theory and research in each phase. Our design process is based on the assumption that curriculum and software design can and should…