This teacher guide is part of the materials prepared for an individualized program for ninth-grade algebra and basic mathematics students. Materials written for the program are to be used with audiovisual lessons recorded on tape cassettes. For an evaluation of the program, see ED 086 545. In this guide, the teacher is provided with objectives for…

As the second lesson of the Articulated Multimedia Physics Course, instructional materials are presented in this study guide with relation to significant figures and powers of ten. An introductory description is given for precise measurement and numbers in scientific notation. The subject content is provided in scrambled form, and the use of…

The purpose of the study was to determine the effects of type of grouping (multibase (M) or base ten (T) ) and the time that base representations are introduced (initially (EB) or after counting, reading and writing numerals (LB) ) on achievement in numeration in grade one. Four intact classes of 110 students participated, and a 2 x 2 factorial…

A teacher's daily record of activities and strategies for teaching arithmetic to a class of first grade students exclusively through the use of Cuisenaire rods is described. Worksheets and the mid-term test are included. A short evaluation of the results of the instructional method concludes the paper. (DT)

Activities for the development of the association of number value and symbols using wooden numerals and pages are described. (MN)

This discussion focuses on the problem computer users have in coding basic, traditional algebraic expressions into simple, all-on-one-line expressions as result of their heavy dependence on juxtaposition notation. (MN)

Maintains that good geography instruction stresses student learning through theories, methods, and languages of investigation rather than ingestion of specific facts. A mathematical teaching model for geography is provided. For journal availability, see SO 505 640. (Author/DB)

A major component of student difficulty with algebra is the inability to make sense of the algebra symbol system as a language. Accordingly, remedies should be sought by considering algebra in a linguistic sense. (PK)

Interpretation of rational numbers as fractions, ratios, percentages, and quotients of integers are discussed. Then coding conventions are noted, and equivalence classes are described. Finally, density and order are discussed. (MNS)

Activities are given for solving verbal subtraction problems. Take-away and comparison situations are described, and three levels of activities to model the situations are given: one involving concrete materials and verbal descriptions; the second with these plus written symbols; and the third encouraging mental images. (MNS)

Recent curricular reforms are following the lead of the Standards 2000 and, in diverse ways, integrating some algebraic work into primary school mathematics. Our research aims at producing a tool that will allow researchers to track the development of algebraic thinking in children as they progress through various primary programs. In this paper…

The purpose of this series is to provide instructional ideas and materials that support implementation of the Curriculum and Evaluation Standards in local settings. This book addresses in a very practical way the content, pedagogy, and pupil assessment dimensions of reshaping school mathematics. Chapters include discussions and activities that…

We explore how 13 year-olds construct meanings around the notion of curvature in their classroom while working with software that combines symbolic notation to construct geometrical figures with dynamic manipulation of variable. The ideas of curve as intrinsic dynamic construction, and curve as object with properties related to its positioning on…

Topics discussed in this column include patterns of inverse multipliers in modular arithmetic; diagrams for product sets, set intersection, and set union; function notation; patterns in the number of partitions of positive integers; and tessellations. (DT)

Instances where it might be considered more advisable to use words rather than symbolism in written mathematical expression are highlighted. The purpose of the material is to encourage teachers to consider more carefully the exact form in which mathematical expressions are written. The emphasis is on promoting clarity and accuracy. (MP)