The author argues for a clarification of standard notation rather than the use of flow diagrams to make the meaning of algebraic formulas more obvious to the beginning algebra student. (MN)

Described are the methodology of MUT (Mathematical Understanding of Taiwan Students) program and CSMS (Concepts in Secondary Mathematics and Science) program. This study compared languages, learning motivations, and teaching methods in Taiwan and England using the two programs. Some implications for mathematics education are discussed. (YP)

Presented are mathematical games in six categories of mathematical objectives: learn the language of mathematics; use mathematical notation; know facts; develop skills; understand concepts; and devise strategies. Numbers of players, rules, and diagrams are provided for each problem. (YP)

This discussion focuses on the problem computer users have in coding basic, traditional algebraic expressions into simple, all-on-one-line expressions as result of their heavy dependence on juxtaposition notation. (MN)

Ideas which apply language concepts to the study of algebra are presented. Discussed are algebraic notation, vocabulary, vocalization, and written assignments. The careful use of algebraic language in mathematics classes is emphasized. (CW)

Mathematics is a language -- a way of describing, recording in mathematical sentences, and interpreting the symbols used to denote relationships. It is also an activity involving a way of thinking and a means of using relationships to solve problems. Opportunities must be provided for these activities in mathematics teaching. (Author/JN)

Language syntax is discussed, followed by an overview of algbraic syntax. Evaluating algebraic expressions was chosen as the means to investigate the psychological basis of syntactic skills. Subjects' ability to perform evaluative tasks appropriately using standard algebraic notation was ascertained; then similar tasks were presented using a…

This paper argues that two serious flaws are present in current mathematics learning and instruction: (1) the lack of meaning in students' mathematical knowledge; and (2) students' inability to communicate using appropriate mathematical language and ideas. The study explored the relationship between mathematics language facility and mathematics…

Confrontation with a mathematical task causes a student to focus initial attention upon particular content and context cues based upon that student's belief system; the student assigns subsequent meaning to that task based upon previous mathematical experience and knowledge. In order to make effective use of students' belief systems, educators…

This is one of five panel reports that have been prepared as part of the first phase of Project 2061, a long-term multipurpose undertaking of the American Association for the Advancement of Science designed to help reform science, mathematics, and technology education in the United States. Major sections included are: (1) "Introduction";…

Explored were the relationships among students' mathematics language facility, procedural mathematics knowledge, and understanding and application of mathematics concepts. Findings indicate that students needed both procedural knowledge and language facility in mathematics for an acceptable level of conceptual achievement. (CW)

These conference proceedings include two invited lectures, four working group reports, five topic group reports, a list of participants, and a list of previous proceedings. The invited lectures were: "Teaching Mathematical Proof: Relevance and Complexity of a Social Approach" (Nicolas Balacheff) and "Geometry Is Alive and…

These conference proceedings include two invited lectures, four working group reports, seven reports from topic groups, one ad hoc presentation paper, a list of participants and a list of previous proceedings. The invited lectures were: "Mathematics Education and Technology" (Christine Keital); and "All One System" (Lynn A.…