Describes a study by British researchers that attempted to describe progression in learning in terms of a common framework for all students. Elementary school students completed periodic interviews while being taught measurement skills. Results found a wide spread of attainment in measurement in each age range but less clear progression between…

Thirty-six Korean first graders were interviewed to study their ability solving addition problems with sums of 10, single-digit sums between 10 and 18, and subtraction problems with minuends between 10 and 18. Finger methods to show sums over 10 and the regular named-10 Korean number words supported their learning of 3 efficient recomposition…

Infants' visual recognition memory (VRM) at seven months was associated with their general intelligence, language proficiency, reading and quantitative skills, and perceptual organization at six years. Infants' VRM, object permanence, and cross-modal transfer of perceptions at one year were related to their IQ and several outcomes at six years.…

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

Described are activities that use a hundred chart to improve student abilities to recognize and describe number patterns, to use variables, to make and informally prove conjectures, and to communicate mathematical ideas to classmates. Included are the directions, four reproducible student sheets, the answers, and extensions. (KR)

Discussed is how the concept of equivalence can relate various segments of a mathematics program and help students develop an appreciation of the unity of mathematics. Activities and examples of equivalence at all grade levels are included. (KR)

Presents results of 46 randomly selected children's performance measurement and partitive division problems when remainders are zero, nonzero but not used in the solution, and nonzero and used in the solution. Results indicate that children demonstrate an understanding of division prior to formal instruction. (MDH)

The third in a series of 3 articles, a study of 30 students was conducted to test the effect of restructuring a unit on trigonometric identities around microcomputer activities based on the themes of educational undercurrents identified in Part II. Experimental-group students scored significantly higher relating trigonometric functions to their…

Focuses on the language used in mathematics instruction and the ways in which teachers assist students in constructing the formal language of mathematics. Strategies to help students connect vocabulary with mathematical concepts include using teacher modeling, writing, cooperative learning, and having students define words in their own language.…

Children's (n=70) solution strategies to a variety of multiplication and division word problems were analyzed to determine performance levels and strategies used. Solution strategies were classified at three levels: direct modeling with counting; no direct modeling with counting, additive, or subtractive strategies; and use of known derived facts.…

Describes four activities to develop visualization skills and the concept of dimensionality in which students (1) visualize transforming figures between the second and third dimensions; (2) identify the three-dimensional objects from their two-dimensional projections; (3) conjecture about the vertices, edges, and faces of zero- to four-dimensional…

Describes an extra credit science project in which students compete to see who can build the most efficient water rocket out of a two-liter pop bottle. Provides instructions on how to build a demonstration rocket and launching pad. (MDH)

Presented are four activities that focus on gathering and interpreting data about pizza as a basis for integrating mathematics, health, and social studies. Reproducible sheets for parents to use with their children, class-activity sheets, and a data sheet are provided. Each activity includes the objective, needed materials, directions, extensions,…

A project in which teams of preservice teachers were grouped with teams of seventh grade students and worked cooperatively on a set of assignments is described. The plan, project, implementation, results, and summary are presented. (KR)

Stresses the importance of metacognitive skills (knowledge of one's own cognitive processes) in mathematical performance. Discusses the differences between metacognitive thinking and metacognitive experiences and the ways they each influence performance. Describes how accurate metacognition improves students' mathematical performance, and outlines…