Computational thinking (CT) is becoming increasingly important as a learning content. Subject-integrated approaches aim to develop CT within other subjects like mathematics. The question is how exactly CT can be integrated and learned in mathematics classrooms. In a case study involving 12 sixth-grade learners, CT activities were explored that…

In this study, we analyzed student participation and success in a college-level Calculus I course that utilized standards-based grading. By measuring the level to which students participate in this class structure, we were able to use a clustering algorithm that revealed multiple groupings of students that were distinct based on activity…

How set theory, combinatorics, probability, and the study of algorithms can be used in solving two problems is described in detail. Three computer programs are listed. (MNS)

Presents alternative equation-solving procedures that emphasize an examination of the steps or operations necessary to perform a calculation, followed by the inversion of those steps. The approach is especially attractive to students with limited mathematical skills. (Author/MKR)

Renaming fractions with the dot method is described with illustrations. It can be used to introduce renaming at the manipulative level in a meaningful way prior to moving to a more abstract level where prime factorization will be involved. (MNS)

Two worksheets are given, outlining algorithms to help students determine the day of the week an event will occur and to find the date for Easter. The activity provides computational practice. A computer program for determining Easter is also included. (MNS)

Explores the use of computers for teaching mathematical models of transposition ciphers. Illustrates the ideas, includes activities and extensions, provides a mathematical model and includes computer programs to implement these topics. (MVL)

Variations on a card trick are noted, with a formula for generalizing them. Another trick which can be proved with algebraic principles is then presented. (MNS)

A modern adaptation of the historic lattice algorithm which can be used for multiplication and division is discussed. How it works is clearly illustrated. (MNS)

An example of a lesson involving calculators that focused on calculator use is given. An examination of the traditional algorithm by the students led to student-directed investigations. (MP)

It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

The author argues that children not only can but should create their own computational algorithms and that the teacher's role is "merely" to help. How children in grades K-3 add and subtract is the focus of this article. Grouping, directionality, and exchange are highlighted. (MNS)

Presents a developmental taxonomy which promotes sequencing activities to enhance the potential of matching these activities with learner needs and readiness, suggesting that the order commonly found in the classroom needs to be inverted. The proposed taxonomy (story, skill, and algorithm) involves problem-solving emphasis in the classroom. (JN)

A learning pattern designed to help students cut down the amount of memorization needed in learning the basic multiplication facts is suggested and reviewed. (MP)

A method is presented for helping children make a smooth transition from using manipulative materials to using symbols only in solving multidigit addition problems. (MP)