Focuses on the legacy of paradigmatics instruction in the Greek mathematics classroom, suggesting that it is based on false understanding of pragmatic logic as simply the translation of ideas into action. Offers discursive analysis of two short interactional sequences between the teacher and children in a 6th grade classroom in a primary school in…

Analyzes students' representations of fractions as they work on fraction comparison tasks and justify their solutions in a collective classroom activity. Emphasizes the importance of setting a problematic situation and encouraging students to make various representations for their learning. Suggests some implications for teacher activities and…

Presents a problem on counting squares that emphasizes the computation and identification of squares. (ASK)

Discusses a method that uses spreadsheets to calculate the exact distribution of the sum of two or more discrete random variables with arbitrary distributions. Demonstrates how this method can be used to investigate several problems that would be found interesting at the elementary level. (Author/ASK)

Describes teaching about proofs in college-level mathematics courses. Presents typical questions that students raise while studying proofs and offers possible answers to these questions. (ASK)

Describes a study done by the Middle School Math through Applications project (MMAP) on informal assessment. Discusses some valuable techniques that MMAP teachers and researchers developed for organizing informal assessment so that it produces a coherent story of student progress, helps students make more progress with greater focus, and…

Presents mathematics questions to analyze what advertisements are saying mathematically. (ASK)

Shares different students' solutions for a problem entitled Food for Thought from Jay's Dinner, which appeared in the March-April 1998 issue of Mathematics Teaching in the Middle School. The problem involves determining the maximum area to be fenced in by 60 feet of fencing. (ASK)

Discusses the benefits of integrating the history of mathematics into mathematics classes. Provides some worksheets for undertaking this task. (ASK)

Provides information about mathematician Jamshid al-Kashi and his work on calculating mathematical values such Pi or Sin(1). (ASK)

Describes a way to assign points to the problem-solving process. Provides a rubric-scoring example. (ASK)

Presents a mathematics problem on patterns. Outlines and discusses the general problem-solving procedures. (ASK)

Presents detailed information about the Cape of Good Hope project in which pairs of students designed capes and cloaks out of the garbage bags for a fashion show. Also describes student objectives, unit goals, group activities, products required, and the final show and presentation. (ASK)

Demonstrates how fictitious anecdotes, especially humorous ones, can be used to teach statistical concepts effectively and to dispel some common misconceptions in statistics. (ASK)

Introduces the Euler line theorem and the nine-point-circle theorem which emphasize transformations and the power of functions in a geometric concept. Presents definitions and proofs of theorems. (ASK)