The author discusses the Michigan Educational Assessment Program (MEAP), with emphasis on mathematics. Topics discussed include: tests and reports, uses of results, effects on curriculum, local control, and the future of Michigan's mathematics assessment. (MK)

The organization of instruction is described in terms of four basic aspects of teaching mathematics: (1) recognizing sufficient conditions for concepts, (2) recognizing characteristics of concepts, (3) selecting examples, and (4) determining when a concept can be applied. (SD)

Organizing, storing, and using materials for classroom games are discussed. Materials and directions are listed for three strategy games, three whole number games, three fraction games, and three geometry games. (DT)

Describes a card trick that provides opportunities for students to discover patterns, work with variables, create tables, and ponder mathematics. Students at various levels of ability are able to enjoy the trick, and mathematical discourse is promoted within the classroom. (AIM)

Examined a Chinese middle school beginning teachers' experiences developing a public mathematics lesson for special observation. Data collected from the project, Induction of Middle Grades Mathematics and Science Teachers in Select Countries, indicated that she developed a lesson that engaged students in discovering mathematics ideas and making…

A Montana teacher in a very small high school describes how SIMMS Integrated Mathematics has helped students to develop better problem-solving skills and better oral and written communication skills, has contributed to increased student enrollment in a fourth year of high school mathematics, and has taught students to use technology tools in…

Discusses the importance of identifying and describing the pattern by students in algebra class. Provides some examples showing the usefulness of the method seeing the pattern from mathematical materials. (YP)

Described are activities involving a mathematics trail. Guidelines for organizing a mathematics trail for students are included. Excerpts from worksheets used with easy and hard trails are included and can be modified to fit other trails. (KR)

A study of 48 secondary school mathematics teachers and 4 different treatments of supervision indicate that teachers tended to carry out more suggestions when they saw the suggestions modeled (demonstrated) by their supervisors. (23 references) (MLF)

Presents problems focusing on multiple representations of a function to develop students' ability to translate tabular, symbolic, and graphical representations. Indicates needed materials, objectives, prerequisites, directions, and answers. (YP)

Presented are ideas for the utilization of Microsoft Works in the secondary mathematics classroom. The spreadsheet and graphing capabilities of this software package are demonstrated for several topics including the concept of slope for first year algebra, and creating and interpreting graphs for a general mathematics class. (Author/CW)

Two ideas for teaching mathematical Concepts are presented: "Writing Study Cards for Understanding"; and "A Conceptual Approach to Solving Equations." Examples of the applications of these methods are discussed. (CW)

Reviewed are two computer software packages: "Algebra Concepts: Volume One," and "Data Insights." Each package is described and the strengths and weaknesses are highlighted. Costs and system requirements are listed. (CW)

Reports examples of the behaviors, including kinetic and vocal, used to facilitate problem-solving based on observations of four seventh-grade students. Discusses the use of the behaviors in problem-solving teaching. (YP)

Investigates whether distinctions in cognitive structures between formal and concrete operational students effect their ability to produce an accurate cognitive structure, retain geometric content, and retain cognitive structures. Concludes that clear structures can be derived for the students. (Author/YP)