Research on learner's beliefs are summarized in the areas of beliefs about mathematics as a discipline, beliefs about learning mathematics, beliefs about mathematics teaching, and beliefs about self within a social context in which mathematics teaching and learning are occurring. (PK)

Presents the major findings identified by a commission that examined research issues in diagnostic and prescriptive mathematics. Addresses the diagnostic process with regard to curriculum, instruction, learners, teacher education, clinics, and the mathematics education community. (TW)

Describes the four competencies which are argued to be necessary for being an effective remedial mathematics teacher. Describes a training model which has been developed for preservice and inservice teachers based on these competencies. (PK)

Presented are some concerns related to the diagnostic/prescriptive approach to teaching mathematics. The author supports the view that teachers need to become aware of reasons for making professional decisions and become reflective practitioners. (RH)

Summarizes the history of the mathematical idea of function and presents questionnaire data from (n=117) mathematics teachers. Results showed that teachers had a tendency to think only in terms of continuous functions, yet had little skill in constructing continuous functions. They scarcely considered discontinuous functions. (14 references) (MKR)

Investigates the relationship between the strategies used by preservice elementary teachers in geometric problem solving and two primary mental abilities--spatial visualization and formal reasoning. Reports that the two abilities were related to problem-solving performance, and the strategies used were related to achievement in the geometry…

Describes a research methodology known as the teaching experiment and details an example of a teaching experiment aimed at the development of a process-oriented algebra curriculum. Addresses other possible variations of the teaching experiment, emphasizing the cooperation of teachers and researchers. (TW)

Describes a Mathematics Diagnostic Program to help teachers develop the skills to implement the diagnostic teaching model developed by Larson (1984). Reports the evaluation of the program by the participants, teaching assistants, and principals. (YP)

Presents the effects of a project focused on calculator use in middle grade mathematics and compares teachers' beliefs about calculator use before the project to their beliefs two years after participating in the project. Indicates that teachers did not significantly change their beliefs about calculators over time. Contains 23 references. (ASK)

This two-year study documents and examines the changes in four teachers' beliefs and practices while they were in transition from traditional practices to a closer approximation of a mathematics program that reflected the National Council of Teachers of Mathematics' (NCTM) Standards. Types of support and difficulties encountered during the…

Discusses a professional development program called Clinical Approaches to Mathematics Assessment. Argues for the advanced training of mathematics teachers who understand knowledge construction processes of students; can use clinical tools for evaluating a student's unique mathematical "fingerprint"; and can create or adapt problems, tasks, or…

Presents a study examining whether different types of counter-examples exist and the extent to which counter-examples generated by mathematics teachers and pre-service teachers for a hypothetical audience of students have an explanatory nature. Concludes that counter-examples generated by student teachers and teachers can be classified into three…

Investigates secondary mathematics teachers' (N=4) memories of learning mathematics, their beliefs about their mathematics instructional practice, and their definitions of mathematics in order to locate possible connections between teachers' mathematical experiences and their beliefs about mathematics and mathematics teaching. (Contains 15…

To elaborate upon the complexity of the change process in teachers caused by continuing reforms within the realm of mathematics education, this article presents narratives about three very different elementary/middle school teachers and traces the six cognitive requisites illustrated within the change process by these teachers. (JJK)

Examines a model for mathematics teacher education that provides beginning teachers an opportunity to grapple with the relationship between their own mathematical knowledge and conceptually-based teaching. (Contains 21 references.) (ASK)