Display of students' work was advocated in the Cockcroft Report in secondary schools as well as elementary schools. Why to display, how to display, and where to display in secondary schools are each considered, with specific illustrations. (MNS)

For an entire school year, 24 seventh-grade classes were taught problem-solving strategies; in 14 of these classes the instruction was supplemented by calculators. Mixed findings resulted for both problem solving and calculator use. (MNS)

Study designed to determine how children perceive males' and females' interest in computers. Inventories contained items about computers and two video games and asked how interested boys or girls would be in using items. Results indicated computers were interesting to both sexes. Both sexes, however, perceived boys' interest as higher than girls'.…

Presented is a report on four 45-minute sessions with a group of 17-year-old students in Poland. Sessions were the first of a series organized with aim of exploring the possibilities of elaborating didactical situations that would help students overcome epistemological obstacles related to limits. Students' attitudes pertinent to the development…

Reviewed are three computer software programs: the Astronomer (astronomy program for middle school students and older); Hands-on-Statistics: Explorations with a Microcomputer (statistics program for secondary school students and older); and CATGEN (a genetics program for secondary school students and older). Each review provides information on:…

John Saxon's incremental development model has been proclaimed as a superior teaching strategy for mathematics. This study evaluated the Saxon approach and textbook using 276 Algebra I students in experimental and control groups. The groups were compared in cognitive and affective areas. Results are presented. (Author/MT)

Historical background and mathematical development of Riemann's rearrangement theorem are presented. The theorem is stated and proved in two parts. (PK)

Provides information about 79 winners of United States of America Mathematics Olympiad (USAMO). Data about family background, career plans, performance in the Putnam competition, changes in careers, undergraduate and graduate degrees, and about females are included. (JN)

Argues that Euclidean geometry should assume the central role it once had in mathematics education, describing a teaching method that uses slides made with superimposed overhead projector transparencies. The method (constituting a game of clues and hints) assumes students understand deduction and the roles of postulates, theorems, and proofs. (JN)

This paper was written as a discussion guide for participants at an Australian conference. How calculators and computers might affect the curriculum is discussed, with questions focused on what mathematics should be taught, when, why, where, and how. (MNS)

This activity is designed to help students recognize and extend rectangular patterns and to use patterning to formulate rules for "nth" cases. Three worksheets are included. (MNS)

Two different numerical methods, the bisection method and simple iteration, are discussed and illustrated by approximating the real solution of an equation, with programs for the two methods included. Alternative methods are also indicated. (MNS)

Grade point average, mathematics course enrollment, sex, spelling, and language expression were found to be more potent predictors of mathematics anxiety than were mathematics achievement variables. Verbal skill, as well as taking more mathematics courses, seemed to be good predictors of overall mathematics achievement. (MNS)

A sequence for teaching quadratic equations is presented. Considered are: multiplying arithmetic binomials, multiplying algebraic polynomials, reversing the process, missing terms, perfect squares, other special forms and diagrams, quadratic equations, completing the square, systematizing the process, the general form, graphing equations, and…

Identifying the strengths of visual processing in high school mathematics is considered. The development of an instrument to assess mathematical processing is described. Then the kinds of visual imagery found in children in England and Natal are presented, along with difficulties and benefits experienced by visualizers. (MNS)