Research demonstrates a disjuncture between the practices encouraged by teacher education programs and what teachers actually do in the classroom. It also informs us that the cognitive and social characteristics of individual teachers such as their attitudes, beliefs and knowledge contribute to their classroom practices. This qualitative study…

This study examined effects of gamified comparison on sixth graders' performance of algebra word problem solving and attitude toward algebra learning. Seventy-two sixth graders were invited to participate in a four-week experimental instruction and assigned to three groups: gamified comparison, comparison, and control. The results showed (1) a…

Mathematics curricula increasingly emphasise the importance of mathematical communication. Students are seen as progressing from the use of a more informal or everyday form of communication to a more mathematical approach. There have, however, been very few studies of how mathematicians actually talk about mathematics. This paper reports analysis…

The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a…

How do instructors guide students to discover mathematical content? Are current explanatory models of pedagogical practice suitable to capture pragmatic essentials of discovery-based instruction? We examined videographed data from the implementation of a natural user interface design for proportions, so as to determine one constructivist tutor's…

Drawing on various approaches to the study of mathematics learning, Gersten, Jordan, and Flojo (in this issue) explore the implications of this research for identifying children at risk for developing mathematical disabilities. One of the key topics Gersten et al. consider in their review is that of "number sense." I expand on their…

The core conference and four regional conferences on Equity in Mathematics Education, conducted by the National Council of Teachers of Mathematics with funding from the National Science Foundation, are described. Packets of materials were made available to conference participants (see SE 043 820 in RIE). (MNS)

Discusses reaction to satirical letter criticizing teachers for spending extra time with weaker students published in the March 23, 2001, issue of the "San Jose Mercury News" by a former professor of mathematics and computer science. (PKP)

Answers Burn's question related to a previous study on the nature of knowledge about abstract algebra. Claims that a previous paper presents research that attempts to contribute to knowledge of how students' understanding of certain group concepts may develop instead of teaching abstract algebra with the computer software ISETL. (ASK)

Proposes the introduction of dual seminars into the mathematics major, a first-year seminar and a senior seminar. Both seminars focus on critical developmental skills such as reading mathematics, writing in mathematics, proof, and recognizing the fundamental unity of the fields of mathematics. (Author/MM)

Describes a one-semester, hour mathematics senior seminar course at Olivet Nazarene University. Explains how course assignments fit together to provide development of student mathematical maturity. (Author/MM)

Interview with neuropsychologist Brain Butterworth about what research has revealed about how the brain learns abstract concepts such as mathematics and the implications of these findings for teaching mathematics. (PKP)

Faced with the achievement demands of the No Child Left Behind Act and high-stakes testing, principals are being called on to provide leadership that ensures that their students demonstrate mathematical proficiency. To accomplish this goal, it is important for principals to understand what mathematical proficiency is and how they can promote it in…

This study investigates the use of infinities and limits during the first 12 years of schooling while a secondary study presents ideas and comments on the observations that were made during the primary study. (MVL)

Describes aspects of learning the language of mathematics including vocabulary and grammar, the origins of the vocabulary, the pronunciation problem, and translation of English phrases and sentences into mathematical language accompanied by conceptual understanding of the process being described. Gives suggestions for teachers in class and…