Textbooks, like many other resources teachers have at hand, are meant to be an aid for instruction; however there is little research with textbooks or on their potential to develop metacognitive knowledge. Metacognitive knowledge has received substantial attention in the literature, in particular for its relationship with problem-solving in…

Investigates the commonly suggested rounding rule for addition and subtraction including its derivation from a basic assumption. Uses Monte-Carlo simulations to show that this rule predicts the minimum number of significant digits needed to preserve precision 100% of the time. (Author/KHR)

Analyzes a teaching experiment conducted within the context of teacher education designed to support preservice teachers' understandings of place value and multidigit addition and subtraction. Analyses of the teaching ex-periments document the learning of the preservice teachers and how that learning was supported by initial conjectures grounded…

Investigates the effects of children solving addition and subtraction problems collaboratively in contrast to solving problems on their own. Explores the effects of ability and gender on the outcomes of group collaboration. Presents and discusses the results. Includes references and an appendix. (CMK)

P-adic or g-adic sets are sets of elements formed by linear combinations of powers of p, a prime number, or g, a counting number, where the coefficients are whole numbers less than p or g. Discusses exercises illustrating basic numerical operations for p-adic and g-adic sets. Provides BASIC computer programs to verify the solutions. (MDH)

This unit is 1 of 12 developed for the university classroom portion of the Mathematics-Methods Program (MMP), created by the Indiana University Mathematics Education Development Center (MEDC) as an innovative program for the mathematics training of prospective elementary school teachers (PSTs). Each unit is written in an activity format that…