Considered are concepts and skills appropriate for basic teacher preparation, and those that should be reserved for more advanced, specialized preparation. The cyclical continuum of teacher education and models of teacher development are discussed. (MNS)

Describes Vygotsky's zones of proximal development, the importance of social interaction in learning through problem solving, and the benefits of modeling. Presents three implications for teaching and learning mathematics based on a teaching experiment focusing on these constructs. (MDH)

Interview and questionnaire responses of students in grades K-10 completing common and decimal fraction tasks suggested the existence of 2 sequential unistructural-multistructural-relational learning cycles within the concrete symbolic mode. (46 references) (MKR)

Examines operations of generalization, identification, discrimination, and synthesis in mathematical concept development from early childhood to late adolescence according to Vygotsky's theory of development. (MDH)