As the third volume in a 4-volume evaluation report on the University of Massachusetts Non-Formal Education Project (UMass NFEP) initiated in rural Ecuador in 1973, this volume presents an in-depth analysis of the evaluation findings. Since UMass NFEP was initiated for purposes of developing new materials and methodologies in conjunction with and…

A primary science program was developed over a 2-year period at a Montessori school. The program is intended to encourage creative but logical thought and active participation by the child in learning "hows" and "whys." It teaches the mathematical operations (measurement and comparative notation) necessary to know what to do with scientific…

This paper discusses the development of structuralism in psychology, linguistics, mathematics, philosophy, anthropology, and sociology by citing theories supported by thinkers in all these fields. The contrast between structure (schema, pattern, gestalt) and function (activity, interaction, transformation) is used as the point of departure for the…

A bilingual, bicultural approach, the Kindergarten Curriculum Guide is intended for all persons involved in teaching American Indian children in either public or Bureau of Indian Affairs Schools. The objective is to establish a broad base of sound principles and philosophy of education for young Indian children with some ideas, experiences,…

THE FACTORS RELATED TO UNDERACHIEVEMENT AND LOW ACHIEVEMENT IN MATHEMATICS LEARNING WERE STUDIED. USING AN INDIVIDUAL CLINICAL APPROACH, THE STUDY WAS CONDUCTED WITH TWO SAMPLE GROUPS, 12 UNDERACHIEVERS AND 11 LOW ACHIEVERS, IN GRADES 4-6. SCORES WERE OBTAINED ON CONCRETE, SEMICONCRETE, AND ABSTRACT REASONING LEVELS FOR THE MATHEMATICS EDUCATION…

Proposes that ability is a concept central to the current practices of mathematics teaching. Argues that the widespread view that mathematics learning is an ordered progression through a hierarchy of knowledge and skills subjects students to "ability stereotyping" and serves as a gross global model. (TW)

Presents a constructivist view of mathematics, mathematics teaching, and mathematics achievement, and differentiates this view as an alternative to the typical traditional perspective of these terms. Discusses the roots of this approach in contemporary information-processing psychology. (TW)

Reports on a seminar conducted by the Massachusetts Institute of Technology which was designed to help teachers develop their understanding of learning and teaching arithmetic. Describes some of the sessions and the activities and includes some of the dialogue exchanged within the group during the sessions. (TW)

Examines the historical development of logarithm tables. Suggests that students should write computer programs to calculate logarithms. (PK)

The Mathematical Sciences Education Board (MSEB) and the U.S. National Commission on Mathematics Instruction (USNCMI) took advantage of a unique opportunity to bring educators together. In August 2000, following the Ninth International Congress on Mathematics Education (ICME-9) in Makuhari, Japan, MSEB and USNCMI capitalized on the presence of…

Describes changes in instruction implemented in one university's mathematics education classrooms, relating them to changes in the educators' own constructivist philosophies. The paper examines the effects of change in instructional pedagogy and classroom environment on preservice teachers' beliefs about mathematics learning and teaching and their…

Presented are several consequences of Ceva's theorem which deal with ratios of segments formed when a parallel to one of the sides is drawn through the point of concurrency. The proofs of these theorems are included and are of varying degrees of difficulty. (KR)

Compared is the use of Euclidean and synthetic geometry in American and European schools. Included is the history of the major developments in the teaching of geometry. Discussed is the demise of formal geometry since World War II. (KR)

This article describes how the method of reducing the scale of a graph can be used to illustrate many theorems in geometry concerning angle size. Four examples are presented. A computer program is provided to illustrate how such rescaling of figures can be implemented in LOGO. (Author/YP)

Uses a LOGO program and probability to solve systems of equations. Provides a physical model and a LOGO model. Lists programs and explains the methodology used. (MVL)