This report describes an investigation of how young children respond to two types of tasks: (1) finding one-half of a continuous and a discrete material; and (2) attempting to share continuous and discrete material equally between two dolls. Continuous material, such as string, paper, or liquid, is quantified by adults using measurement units. A…

This paper focuses on some cognitive and didactical phenomena that feature processes and products of pupils in grades 7-12 who learned mathematical proof within technological environments. The main issues in the analysis of students' performances consist of metaphors, deictics, mental times, narratives, functions of dragging, abductions, and…

This, the second of three annual reports by the Ontario Institute for Studies in Education (OISE), continues to track central policy and developments in the implementation of the British National Literacy and Numeracy Strategies (NLS and NNS). The report considers value for money in their funding and on the perception and experience of the…

The National Literacy and Numeracy Strategies (NLS and NNS) represent a major government initiative to improve classroom practice and student learning in literacy and mathematics in elementary schools across England. National targets were intended to increase the percentage of 11-year-olds reaching the "expected level"--Level 4--in…

In Scotland, the Early Intervention Programme (EIP) aims to raise standards of literacy and numeracy in the first 2 years of primary school with an emphasis on overcoming disadvantage and inequality. As part of this initiative, one local authority, Aberdeen City, has introduced Baseline Assessment on entry to primary school with a follow-up…

The 1997 Utah Legislature mandated the development and administration of assessment of students' early reading and numeric skills so that these students' instructional needs might be better met. This document provides answers to several questions regarding Utah's pre-kindergarten and end-of-level kindergarten assessments. The questions include the…

On the basis of a comprehensive best-evidence synthesis of the literature on the effects of multigrade and multi-age classes, Veenman (1995) concluded that there were no significant differences between multigrade and single-grade classes in cognitive or achievement effects. Subsequently, Mason and Burns (1996) challenged Veenman's conclusion,…

Investigated understanding and use of numerals in 48 children ages 3 and 4. Found that children rarely noticed the absence of numbers if they were not able to explain their purpose. They used several methods to represent number on notes for the milkman, party invitations, and labels. Results suggest that understanding preceded use of numerals.…

Reports on numeracy in the United Kingdom, presenting findings from interviews with principals and numeracy coordinators about numeracy education and the government's National Numeracy Strategy. Most respondents rated the numeracy strategy positively. Teachers noted that the effort was driven by the pursuit of standards, yet introduction of a…

Describes a prime-number unit that targets middle school students learning about patterns, formulas, and large numbers while participating in a search for the largest prime number. (YDS)

Describes similarities and differences between modeling cycles and stages of development. Includes examples of relevant constructs underlying children's developing ways of thinking about fractions, ratios, rates, proportions, or other mathematical ideas. Concludes that modeling cycles appear to be local or situated versions of the general stages…

Compared the quantitative problem-solving skills of conceptually-taught and traditionally-taught introductory physics students. Found that students taught conceptually through peer instruction performed significantly better on quantitative exam questions for two out of three exams. However, the conceptually taught students were not as satisfied.…

Documents the experiences of two teachers and their kindergarten and first-grade students in working with calculators as an ongoing and integral component of their mathematical programs. Focuses on ways that the children and teachers use the calculator to develop ideas of number through explorations of numerals, counting, number magnitude, and…

Explores ways to help children make connections between whole-number multiplication and their notion of a fraction. Illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools. (KHR)

Outlines techniques that teachers can use to help students develop base-10 numeration and other mathematics skills, using calculator explorations, problems that require strategies to solve, and group discussion activities. Examples of activities and problems for both primary and upper elementary grades are provided. (MDM)