The way mathematics teaching and learning activities are presented to learners can make them hate or like the subject. The question of accomplishing the mathematics education of the learner from primary to post-secondary school levels is one which necessarily tasks, not only the teacher's stock of mathematical knowledge but also his skill, his…

Barbanel, Brams, and Stromquist (in 2009) asked whether there exists a two-person moving-knife procedure that yields an envy-free, undominated, and equitable division of a pie. We present two procedures: One yields an envy-free, almost undominated, and almost equitable allocation, whereas the second yields an allocation with the two "almost"…

This book contains 15 chapters: (1) "Teaching Problem Solving"; (2) "Using Calculators and Computers in Elementary School Mathematics"; (3) "Organizing for Instruction"; (4) "Teaching Numeration of Whole Numbers"; (5) "Teaching Numeration of Common and Decimal Fractions"; (6) "Teaching Addition and Subtraction of Whole Numbers"; (7) "Teaching…

This study was an initial effort at Brenau College (Georgia) to analyze the relative effectiveness of a self-paced math lab approach to developmental pre-college algebra. Students enrolled in 1988-89 were taught under the lecture method; this applied to students needing both developmental arithmetic and developmental algebra. During the subsequent…

Describes a continuous sequence of development of arithmetical and ratio reasoning capacity which very few students now attain in introductory science courses. Sequence progresses from verbal interpretation of ratio of two numbers, to arithmetical reasoning involving division, coupling arithmetical reasoning to graphical representation, and to…

Analogies between topics in algebra and in arithmetic are noted. It is suggested that algebra teachers should consider how to take advantage of student backgrounds in arithmetic by exploiting these analogies. (MP)

Presented is a proof where special attention is accorded to rigor and detail in proving the lemma that relates ruler-and-compass constructions to arithmetical operations. The idea that some angles cannot be trisected by a ruler and compass is proved using three different cases. (KR)

Simple connections between prime numbers, methods for obtaining prime numbers, characteristics of prime numbers, and the relationship of primes to high order numbers are discussed. (CW)

Investigates the arithmetic and algebra word problem-solving skills and strategies of future primary and secondary school teachers. Describes the evolution of these skills and strategies from the beginning to the end of teacher education. Indicates that, in the education of preservice primary and secondary school teachers, there is need for an…

Student teachers (N=21) in elementary classrooms for mildly handicapped learners were randomly assigned to training and supervision in either databased problem-solving instructional approaches or conventional treatments. Teachers in the databased condition had significantly greater effects on reading achievement and off-task behavior control. No…

Presented is the third edition of a textbook designed for pre- and inservice teachers of elementary school mathematics. The content was selected on the basis of its direct applicability to the mathematical ideas usually introduced in grades K-6. The content is presented in conjunction with appropriate teaching strategies, determined by research…

Described is a study that used LOGO to improve the proportional reasoning ability of students enrolled in mathematics classes for students poorly prepared for college-level mathematics. Included are the methodology, procedures for using logo, and a discussion of the results. (KR)

As universities strive to produce the best mathematics teachers possible through both graduate and undergraduate programs, teacher educators must constantly work towards helping teacher candidates create their own conceptual understanding of mathematics. This pilot study examined the effect teaching in a constructivist manner had on teacher…

The International Group for the Psychology of Mathematics Education (IGPME) was founded in 1976 at the Third International Congress for Mathematics Education, to promote international contacts and the exchange of scientific information in the psychology of mathematical education. The goal was to further a deeper and more correct understanding of…

Reports on a seminar conducted by the Massachusetts Institute of Technology which was designed to help teachers develop their understanding of learning and teaching arithmetic. Describes some of the sessions and the activities and includes some of the dialogue exchanged within the group during the sessions. (TW)