Discusses how preservice teachers used interviews with elementary students to determine how the students justified what they knew in mathematics to be true. (KHR)

Underlines the common points in F. Uhlig's approach published in an earlier issue of this journal about the question of proof in linear algebra. Describes some of his ideas in a new light and gives perspective for a further didactical development of Uhlig's first experiments. (Author/KHR)

Examines the views of proof held by university-level mathematics students and teachers. Develops a framework for characterizing people's views of proof based on a distinction between public and private aspects of proof and the key ideas that link these two domains. (Author/KHR)

Studied reasoning dimensions underlying science achievement in a test made of items from three national and international examinations and items from only one of the tests (National Education Longitudinal Study of 1988; NELS:88) and in performance test results for 35 students from the larger study. Findings provide tentative support for three…

Discusses how contract grading promotes quality writing as well as a larger quantity of writing. Considers how teachers can use contract grading to support and promote the behaviors, thinking skills, and writing skills they believe will help students create quality writing. Notes that contract grading leads students to write more, to have fewer…

Describes a group project concerning the Calendar Problem 9 in the January, 1993 Issue of this journal, students' methods for solving the problem, and an extension of the problem. (KHR)

Features responses to a problem that appeared in the February 2000 issue. (KHR)

Discusses how an investigative approach to mathematics can help develop mathematical power in children with behavioral disorders using the story of one such boy. (KHR)

Explains the suggestion in "Principles and Standards for School Mathematics" that teachers should expect students to "act as mathematicians." Defines what that might mean and presents an instructional model that focuses on problem solving. (Author/YDS)

Presents questions, explorations, and problems centered on data and surveys related to ice cream. (YDS)

Describes a lesson plan in which students apply their mathematical intuition to determine win-loss possibilities of teams in a sports league and develop a formula for calculating the magic number for clinching first place. (YDS)

Presents a problem and a variety of proportional reasoning strategies used by students to solve the problem. (YDS)

Shows the thinking used by students to solve the problem "Who Scored What?" that appeared in the February 2001 issue of this journal. (YDS)

Describes how student thinking about geometric patterns can be used to develop algebraic reasoning and to make sense of mathematical notation and symbols. (Contains 11 references.) (YDS)

Explains the Geometric Standard of the "Principles and Standards for School Mathematics" (NCTM, 2000) which emphasizes the usefulness of geometric ideas in representing and solving problems across the mathematics curriculum. Discusses this Standard and illustrates it with classroom examples. (Contains 45 references.) (YDS)