Describes the case of a woman who experienced disparity in mathematics classrooms between learning (which for her was necessarily relational) and its validation by a system that did not ratify meaningful learning but instead rewarded the behavioral products of rote or instrumental learning. (MKR)

Explores the interaction of gender, sex-typed toys, and the construction of the mathematical topic of fractions as it is taught in schools. (MKR)

Presents a study designed to explore whether a student's use of the graphing calculator during instruction will affect their concept of function, how students' participation in a conceptual change assignment affects their concept of function, and how the graphing calculator and the conceptual change assignment interact with one another to…

Investigated are three misconceptions of probability and the differential effect of two activity-based instructional units. Response categories (law of averages, law of small numbers, and availability) are identified. Treatment differences (evaluation or no evaluation) appear to influence subjects' interpretations of the information. (YP)

Describes environments for concretely enacting multiplication and division. Discusses difficulties occurring when students use one of the concrete environments to model situations involving modified environments. (YP)

Focuses on the language used by elementary mathematics teachers and its relationship to students' understanding of mathematical concepts, as well as their misconceptions. Describes eight situations in which the use of precise, formal mathematical terms could be replaced by informal language, particularly when introducing new concepts. (TW)

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)