Argues that intuitive and computational knowledge can be combined by focusing more explicitly on referential and quantitative meanings in division of fractions problems. Recommends teaching mathematics as problem solving, communication, reasoning, and connections to help students overcome misunderstandings and connect their intuitive knowledge…

Illustrates how a computer software symbolic-processing program can be easily incorporated into an advanced undergraduate microeconomics course. Symbolic-processing programs are relatively sophisticated software packages that combine numeric, symbolic, and graphic computation in a single unified computing environment. Includes examples of…