Encouraging interactive learning and motivating K-5 students, this book presents step-by-step directions, drawings, black line masters, and photographs for 48 thematic classroom projects that use everyday items. The first chapter discusses the history of the "bag ladies." The second chapter describes how to gather, make, and store classroom…

Presents four groups of games from ancient times designed to integrate history with mathematics. Introduces different kinds of games that can be used in mathematics classrooms. Provides classroom investigations for each group of games. (ASK)

This study sought to ascertain children's perceptions of the value and usefulness of mathematics. Children were interviewed with open-ended and structured questions about the uses of mathematics. Findings indicated that children at the kindergarten through third-grade levels are positive about mathematics and their abilities to do mathematics.…

Presents an activity devised as a method of introducing periodic functions that can enable students to gain a deeper understanding of the concept of function. Employs a calculator-based laboratory, a light sensing probe, and an appropriate calculator. Calculator programs and sample data are included. (DDR)

Notes that Montessori classrooms provide children with the opportunity to explore and discover mathematics. Describes the introduction to Pascal's Triangle as a suggested opportunity to connect young children to deep mathematical truths. Provides teachers with materials requirements, and notes ideas on what can be acquired from the problem, the…

Asserts that graphing calculators give students and teachers the ability to investigate, explore, compare, and discover concepts in a much more comprehensive way than simple calculators or no calculators at all. Offers specific examples that illustrate the advantage of graphing calculators in the Montessori middle school classroom. Lists three…

Examines the varying opinions on school readiness within a broad context and, more specifically, in relation to mathematics learning. Focuses on the kinds of mathematical experiences children should have before entering formal schooling and suggestions for parents of young children. Specific areas examined include: (1) national standards as a road…

Discusses underlying mental processes for understanding volume measurement. Presents an instructional activity that promotes students' structuring of three-dimensional arrays of cubes and the electronic version of the "How Many Cubes?" activities. Includes student activity sheets. (KHR)

Describes how improving mathematical arguments improves classroom discourse through a classroom activity. (YDS)

Describes an engaging project in which students have to design and construct a three-dimensional candy box that would appeal to children. Requires students to make the box out of prisms, pyramids, or cylinders, determine the surface area and volume of the solids, and write a persuasive business letter. (YDS)

Describes a professional development project to increase teachers' understanding of proportional reasoning, the thinking patterns associated with proportional reasoning, and the applications of proportional reasoning across the middle-grades curriculum. (YDS)

Reports on a project in which a 6th grade class determined the type of trash being thrown away on their school grounds through data collection, analysis, and graphing. (YDS)

Presents a simple method for estimating the volatility of stock prices and uses a spreadsheet to apply the method to actual stock prices. This method is an application of parameter estimation and can be used in an introductory statistics course. (KHR)

Investigates uses of interactive geometry software to enhance students' understanding and reasoning about two-dimensional shapes. Describes basic principles that underlie high-quality geometry instruction. Presents examples that illustrate how appropriate use of dynamic software can enhance students' geometric reasoning. (KHR)

Describes a professional development activity that offers a way for teachers to analyze their current classroom discourse practices and move toward the goal of dynamic and productive mathematical discourse. (ASK)