This booklet provides a reference to the quantities, units, and their symbols which are used in physical science. It is a revision of a 1969 report and takes account of the progress which has been made in obtaining international agreement on the definitions, names, and symbols for units and on the rules for the expression of relations involving…

A theory on the origin of Roman numerals proposes that the principal numbers can be stylized in terms of a square. It is speculated that the abacus or its equivalents, such as the counter or chequer-board, was used to count before the alphabet became common. (SW)

Generally, reading is perceived as consisting of identifying words and increasing comprehension skills, but there are a plethora of additional symbols which students need to read and comprehend meaningfully. This paper first discusses reading across the curriculum, emphasizing abstract words, and then considers symbols peculiar to diverse academic…

Algebra and calculus students have difficulties to express themselves in a statement of mathematical symbols and to comment on written mathematical statements to end with equivalent mathematical symbols statement. In this study, the reasons behind the meaning students load to the mathematical symbols and written mathematical statements was…

See EJ 030 376 and also TM 500 285 in this issue. (CK)

Investigates the origins of the universal gas constant R and presents an historical perspective. (SOE)

This article shares activities that fourth, fifth, and sixth graders can enjoy as they discover relationships among fractions, decimals, and percents, including the 100-penny chart. (MKR)

Discusses algebra teaching by looking back into the history of algebra and the work of George Peacock, who considered algebra from two points of view: symbolic and instrumental. Claims that, to be meaningful, algebra must be linked to real-world problems. (18 references) (MKR)

Presents a study using a module of work based on a graphing calculator that provided an environment where students could experience some aspects of variables and begin to build an understanding of them. Graphing calculators proved to be an instrument for achieving significant improvement in student understanding, which had often proved difficult…

Investigates ways in which students use signs and endow them with meaning in their very first encounter with the algebraic generalization of patterns. Provides accounts of students' emergent algebraic thinking. Uses ethnographic qualitative methodology supported by historic epistemological research. Focuses on a discussion held by a small group of…

Concludes that mathematics uses symbols both as processes and concepts. The mathematically oriented student develops flexible ways of using them, but less successful students cling to the security of known procedures to get answers that are less suitable for thinking than flexible symbols which can also be considered as mathematical objects to be…

Five experiments investigated whether adults and preschool children can perform simple arithmetic calculations on non-symbolic numerosities. Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations of their magnitudes. Here we consider whether…

Teaching environments are provided by symbolic mathematics templates to promote development of HOCS (Higher Orders Cognitive Skills). The way of looking LOCS and HOCS is to distinguish them by recognizing that the LOCS corresponds to complex correct thinking and the HOCS form the essence of full critical thinking.