The "Curriculum and Evaluation Standards for School Mathematics" furnishes many examples of how skills and concepts are built at the preceding levels, such as K-4, 5-8, or 9-12. This article illustrates the development of concepts and skills related to functions. Examples with diagrams are provided. (YP)

Describes methods for teaching mechanics. Concepts included are force, inertial frames, and rotation. Emphasizes how to feel or observe them. (YP)

Describes the development and validation of a short form of the My Class Inventory (MCI) assessing classroom psychosocial environment. Reports a case study involving the use of the short form of MCI in attempts to improve a sixth-grade mathematics class. Provides all 25 items of the short version of MCI. (YP)

Deals with the issue of visualization as it is related to the learning of mathematics in multicultural classrooms. Discusses the importance and the role of visualization in multicultural classrooms. (YP)

Compares mathematics teaching in 280 first and fifth grade classrooms in Japan, Taiwan, and the United States in terms of time management, organization, problem solving, evaluation, and coherence. Findings show that classrooms in Japan and Taiwan differ markedly from those in the United States. (RJC)

Described is a four-month social studies unit allowing for the integration of mathematics and language arts in grade one. The unit focuses on the concept of shelter; mathematics emerges as the key investigative tool used to facilitate and broaden the children's view of where they and their classmates live. (MNS)

Discusses the use of spreadsheets for problem solving in middle and elementary school math classes. Lists six ideas for their use in the classroom. Includes two templates. (MVL)

Describes a successful school model that is piloting computer hardware and software while reviewing and modifying classroom strategies and instructional techniques. Discusses the purpose of the school and a typical day of instruction. Lists results for the fifth and sixth grades. (MVL)

Presents activities taken from the National Council of Teachers of Mathematics Addendum Series, grades 5-8, involving data collection and chance. Students determine whether a game is fair based on the data collected and examine rule changes to ensure fairness. (MDH)

Describes a project that taught groups of fourth graders how to develop instructional software for second and third graders in the areas of mathematics and science. Topics include project goals for students and the teacher; integrating technology; documentation and packaging; community involvement; and benefits to students. (LRW)

Presents thematic webbing in which students choose a theme and create major branches by brainstorming and the teacher compiles activities that connect the major branches while covering mathematics topics. Discusses implementation and assessment within the thematic webbing approach. Uses bears as an example. (MKR)

Demonstrates a technique where, by taking on the disguise of one who is completely ignorant of a mathematical topic or by using incorrect examples, students can be challenged to reflect on their thinking and to be very precise about their language. (MKR)

Reports a study that investigated the effects of metacognitive instruction in mathematics on low achieving, predominantly Hispanic, elementary school students (grades 3-8). Students were randomly assigned to either experimental (metacognitive) or traditional instruction. Results on learning outcomes showed significant effects favoring students who…

Describes a study that investigated a home/school computer project and its effects on reading, language, and mathematics achievement on 142 fourth- and fifth-grade students as well as equity issues relating to gender, academic aptitude, and socioeconomic status. Results indicate that participation was not associated with increased academic…

Presents real life vignettes of a fifth grade teacher teaching mathematics. The teacher intended her students to find mathematics engaging, work cooperatively, and solve problems that relate to real life experiences. Noted a questionable focus and outcome for the teaching activities. (BB)