Explores young women's avenues of connection to mathematics using the framework from Belenky, Clinchy, Goldberger, and Tarule. Suggests ways for engaging in connected mathematics teaching using the SummerMath program as an example. (MKR)

Discusses how well children (N=6) who have had instruction in rational-number concepts based on a continuous manipulative aid are able to transfer their knowledge to accomplish tasks based on a manipulative aid which can be interpreted as discrete. Suggests several implications for teaching fraction concepts to children using continuous and…

Discusses the development of nine elementary teachers who find the mathematician within themselves. (MKR)

Attempts to reveal students' (N=800) misconceptions regarding quadratic functions, and identifies conceptual obstacles that may impede students' understanding. Findings indicate that the conceptual obstacles identified were fairly pervasive. Discusses the educational implications of the findings. Contains 34 references. (JRH)

Discusses the reform efforts of the National Council of Teachers of Mathematics' Standards documents and presents six research-based instructional strategies to use with students with learning disabilities: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, ground knowledge, and judicious review. Contains 55…

Describes three activities of imaging, including constructing an image, representation-presenting the image, and transforming the image. Discusses a link between imaging and number sense, teaching students to image, and assessing imaging. Contains 25 references. (ASK)

Presented are several stress reduction techniques that can be learned by students so that they can take an active part in controlling their responses to stressors that they face. Helping children cope with stress will help them in learning situations and daily life. (RH)

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)

Pre- and posttests of prerequisite vocabulary terms were given to (n=162) intermediate and (n=178) college algebra students to determine their word knowledge and differences between the intermediate and college algebra students. (11 references) (MKR)

Works towards a synthesis of metacognitive theories that are implicit in the works of van Hiele and Piaget. Provides greater detail on those theories after describing two features of a good theory of metacognition that prefigure the contrast between van Hiele and Piaget. Contains 17 references. (ASK)

Examines students' understanding of the quantitative relationships, operations, and properties of relationships and operations that are introduced in arithmetic and beginning algebra courses. Develops alternative approaches to the teaching of structure such as the structural-to-computational model and the procedural-to-structural model. Concludes…

Presents a teaching experiment to turn students from external observers into active participants in a game of algebra learning where students use graphs to build meaning for equivalence of algebraic expressions. Concludes that the graphic-functional approach seems to make the introduction to algebra much more meaningful for the learner. (ASK)

Presents materials and methods that have been found to be effective in teaching addition and subtraction in specialized schools for the speech- and hearing-impaired. Concludes that there has been considerable success with students learning necessary mathematical skills by completing activities. Contains 11 references. (ASK)

Investigates mathematics instruction at the collegiate level with the objective of gathering information from mathematics faculty regarding their beliefs toward mathematics, mathematics learning, and mathematics teaching; determining the extent of their awareness of National Council of Teachers of Mathematics' (NCTM) reform documents; and…

Describes a teaching experiment conducted over a period of four consecutive days with 13 fourth grade students who had already completed a unit of fractions to determine whether problematic size was the ordering criteria. Concludes that children can indeed order fractions as they do natural numbers. (Contains 11 references.) (ASK)