Describes an attempt to promote both mathematical and nonmathematical problem solving. Suggests that the goals for the average mathematics course need revision, in practice, or additional courses introduced, which will develop thinking ability as a primary objective. (EB)

This study investigated the ability of middle school children to perform Euclidean transformations mentally. The results indicated that the tasks were more difficult than Piagetian theory would indicate. (SD)

The author discusses the impact of recent changes in the mathematics curriculum. He concludes that some changes were improvements, but there is a need for greater emphasis on traditional skills. (SD)

Problems related to the division of sides of triangles into congruent parts are discussed. (SD)

Problems in space geometry are discussed. Studying the equilateral triangle through its involvement in the solution of applied problems is advocated. (SD)

Many fundamental geometric figures can not be constructed on the familiar square geoboard (e.g., equilateral triangle, regular hexagon). Activities which can be used with an isometric geoboard for study of these figures are catalogued. (SD)

Indicates that integration between mathematics and physics must include cooperation at the planning stage and explains the use of a precedence diagram to reduce the mismatch between the two subjects. (GS)

The author proposes a method of diagnosis through activities rather than traditional testing. In this approach the teacher assigns activities in which the student is known to have an interest and which require the skill to be tested. (SD)

Ninth-grade students were given a battery of cognitive aptitude tests and randomly assigned to verbal or figural mathematics instruction. Learning and retention were correlated with the aptitude measures and other fixed variables; regression analysis indicated the importance of memory, semantic factors, and sex difference. (SD)

A system for categorizing components of geometry class discussions is described. The unit of observation is the teacher question; responses are coded at four cognitive levels. The system is easier to use than many in the literature; use of it can help teachers develop questioning techniques. (SD)

This study examined enrollment trends in high school mathematics and science courses among black females and compared their patterns with those of other groups. It also sought to determine conditions that seemed to enhance enrollment among black females. Data are reported on questionnaire responses from teachers in 20 schools; school visits aided…

In September 1979, the Mathematical Association in England held a weekend seminar on the scope of Applied Mathematics at A-level, and a subcommittee was established to consider the topic at more length. This paper is the first product of the subcommittee's deliberations. Sections 1 and 2 describe the background to current A-level courses: (1) who…

In 1979, a small team at the Landesinstitut Nordrhein-Westfalen Neuss, Federal Republic of Germany, started the Didactical Information Service for Mathematics in School (DID-M). They are developing a series of books containing information on and documentation for the most important mathematics topics for grades 5-10. Chosen as the first of these…

This report is the third in a series of three studies. It presents findings from a 1984 survey, and relates the findings to surveys in 1964 and 1974 to provide a longitudinal look at secondary school mathematics teachers in West Virginia. Of the 1,100 surveys which were sent in 1984, usable responses were received from 669 persons (61%). Where…