Presents computer approach formulated within a framework of versatile thinking designed to overcome obstacles to understanding algebra. Results from related studies comparing the computer and traditional approaches taught to 11, 12, and 13 year olds showed that the computer approach significantly improved the understanding of higher order concepts…

The problem of innumeracy in general and at the primary school level in particular is attributed to a structuralist design of instruction emphasizing an algorithmic approach to arithmetic. Offered is an alternative learning approach developing arithmetic as an informal context-bound activity tied to mental arithmetic and estimation. (MDH)

Examined fifth-grade students' survey responses to investigate incorrect rules that derive from children's efforts to interpret decimals as integers or as fractions. Regarding fractions, difficulties arise because only the whole-part approach to fractions is presented in elementary school. (Author/MDH)

Compares the content of geometry and measurement appearing in first- through eighth-grade textbooks in the United States and the Republic of Korea. American textbooks devoted a greater number of pages to measurement and geometry content, introduced the content earlier, presented concepts and skills more independently of each other, and presented…

Reviews the radical constructivism movement in mathematics education. Benefits identified include learner ownership of mathematical learning; importance of social interaction; and identification of principles for improving mathematics teaching and learning. Weaknesses identified include overzealousness of some radical constructivists; downplaying…

Presents two activities that utilize problem solving to promote concept development. The first uses a treasure hunt to teach locus of points. The second uses a tug-of-war model to teach mixture problems involving ratios. (MDH)

Describes three types of children's books for use in developing mathematical concepts. Discusses the characteristics of a good mathematical concept book, methods of incorporating reading into the mathematics class, and three examples of children's books. Includes a bibliography of 159 children's trade books selected for integration into…

Proposes methods to teach the more difficult concepts of linear algebra. Examines features of the Linear Algebra Curriculum Study Group Core Syllabus, and presents problems from the core syllabus that utilize the mathematical process skills of making conjectures, proving the results, and communicating the results to colleagues. Presents five…

Considered are several mathematical models that can be used to study different waiting situations. Problems involving waiting at a red light, bank, restaurant, and supermarket are discussed. A computer program which may be used with these problems is provided. (CW)

Presented are three ideas for teaching mathematical concepts including "The Gymnasium- A Dynamic Classroom for Teaching Slope,""The Graphics Calculator: A Helpful Tool," and "The Point-Slope Equation Revisited." (CW)

Demonstrates how to construct rational, exponential, and sinusoidal functions that appear normal on one scale but exhibit interesting hidden behavior when viewed on another scale. By exploring these examples, students learn the importance of scale, window size, and resolution effects in computer and calculator graphing. (MAZ)

Stresses using the features of graphing calculators to teach parametric equations much earlier in the curriculum than is presently done. Examples using parametric equations to teach slopes and lines in beginning algebra, inverse functions in advanced algebra, the wrapping function, and simulations of physical phenomena are presented. (MAZ)

Presents a case study of third graders' development of place value conceptions to illustrate an approach for documenting students' mathematical development in the social context of the elementary school classroom. Documents the evolution of communal mathematical practices in which students participate and the development of individual…

A study of 38 K-12 teachers at the 1996 summer institute of the Northern California Mathematics Project suggested that a learning environment incorporating technology, facilities for sharing computer solutions, and development of skills with software can foster effective and spontaneous learner-initiated use of technology for mathematical…

Examines ways in which classroom practices create a press for conceptual mathematical thinking and how teachers can promote student participation in a classroom community where conceptual understandings are valued and developed. Details four important sociomathematical norms characterizing a high press for conceptual thinking. Concludes that a…