Suggests a theoretical framework to address some phenomena of mathematical behavior. Defines the terms "pseudo-conceptual" and "pseudo-analytical" and analyzes examples from classrooms, exams, and homework within the framework. (Author/AIM)

Varying approaches to mathematics were raised in a Philosophy of Mathematics course. Students were asked which foundational schools they preferred and these preferences were compared with scores on hemispheric tests. The results indicate that preferences may be related to the brain's hemispheres. (MNS)

Analysis of 116 students revealed those who preferred to process mathematical information by verbal-logical means outperformed more visual students on tests. Spatial ability and knowledge of spatial conventions had less influence on performance than expected. (MP)

Utilizes a psychological-constructivist perspective to examine the transitions that students make from arithmetic to algebra in the context of problems that, from an expert's perspective, involve the concept of linear inequality. Reports that students who completed a transition to algebra operated at higher levels of reflective abstraction than…

Reports on important learning processes that emerged during adult mathematics classes that used a teaching approach compatible with a social constructivist theory of knowing. Concludes that affective processes precipitated students' responsiveness, modifying the immediate learning context which influenced student thinking, creating a snowball…

The possible effects and importance of student ability in language use and mathematical reasoning are reviewed. Data from the National University of Lesotho on incoming science students indicated that the relationships between language proficiency and mathematics achievement are quite complex. (MP)

This report describes several student investigations in an undergraduate mathematics degree course. (MP)