This study analyzes measurement learning expectations involving area and volume in grades 1-8 across several U.S. states and high-performing TIMSS Asian countries, including Singapore, Taiwan, and Japan. Based on a review of official curriculum documents, results of this study indicate that the mathematics content, grade placement, and cognitive…

Reported is the development of an instrument to assess knowledge of mathematical information by entering kindergarten pupils. Subscales are developed for the areas of geometry, measurement, money, numbers, pattern identification, recall, and mathematics vocabulary. Reliability estimates, intercorrelations of subscales and a factor analysis of…

Reported are the findings of a study of over seven hundred fourth-, sixth-, and eighth-grade pupils' ability to understand division involving zero. Implications for the classroom are discussed, including suggested teaching strategies. (JP)

Data were collected from 727 entering kindergarteners in the St. Louis, Missouri area by application of the Comprehensive Mathematics Inventory (CMI). Test items and the portion of pupils correctly answering the questions are shown in four tables, divided into subgroups. Data obtained can be used by teachers in planning appropriate learning…

Students in grades 4, 6, and 8 were interviewed using whole-number division problems, some involving division of zero by a positive whole number and some involving division by zero. Results and classroom implications are discussed. (SD)

Taking advantage of calculators involves becoming knowledgeable about the research on calculators, recognizing intangible benefits of calculator use, developing an open calculator policy, allowing students to explore with calculators, never requiring calculator checks of paper-and-pencil computations, using standardized tests designed for…

Mathematics textbooks are critical tools for student learning in American classrooms. Teachers use them daily to plan and deliver lessons, and students use them in class to explore and learn mathematics. Given textbooks' potential to support student learning, it is important to understand how they are developed. While pressure is growing on…

Presents two different research tests for teachers to conduct in their classrooms to gain insight into their students' number sense. Provides test results from Taiwan for comparison. (ASK)

Instruction in estimation is proposed as a natural context to develop and practice important thinking skills. These skills are described and estimation activities are proposed for each. (MNS)

Offers a definition of computational estimation and discusses the poor performance of most pupils on tests or exercises measuring this skill. Several suggestions are offered for teaching computational estimates. Difficulties associated with measuring estimation skills are discussed, and some practical ideas are proposed for testing computational…

After summing up the current status related to estimation and mental computation, what needs to be done to promote increased instruction on these topics is discussed. (MNS)

This article calls attention to testing as an integral part of teaching mental computation. It begins with an overview of students' performance and is followed by some specific suggestions for testing mental computation skills in the classroom. (Author)

Multiple embodiment is explained and discussed, with activities described that might be used to develop concepts in geometry and in arithmetic. A series of questions is raised about the choice, use, and organization of embodiments; suggestions for action research are made. (DT)

A model that can be effectively used to develop the notion of function and provide varied practice by using "real world" examples and concrete objects is covered. The use of Popsicle-sticks is featured, with some suggestions for tasks involving functions with one operation, two operations, and inverse operations covered. (MP)

The amount and placement of instructional time devoted to various types of computation are crucial. Reviews messages regarding what and how computation should be developed in elementary school mathematics and offers a proposal for a K-8 computation curriculum. (ASK)