This curriculum guide prescribes the minimum course content for all mathematics programs in the public schools of the State of Alabama. It forms the basis for the development, by local education agencies, of all state mathematics programs. Minimum course content for each grade has been organized into seven content areas: number, measurement,…

This guide is designed to help classroom teachers implement the Alabama Course of Study: Mathematics K-12. It is inclusive also of the objectives tested by the Stanford Achievement Tests and the Alabama Basic Competency Tests. One characteristic of the curriculum guide is that it clearly states what students should learn in each grade level. These…

Efforts have been underway since 1973 to determine if there are elements of Navajo culture that potentially impact upon a Navajo student's attainment of mathematics concepts. Extensive reading and discussion with Navajo students and educational leaders on the Navajo reservation show that basic concepts and objectives of Navajo philosophy (a quest…

The skills, understandings, and special attributes that a competent college student should acquire are described. General skills in writing, reading, speaking, and calculating are primarily the responsibility of elementary and secondary education, and these skills must be mastered by every college student. In addition to a specification of these…

Utilizing word problems relevant to the field of environmental health, this workbook presents a concept-oriented approach to competency development in 14 areas of basic mathematics: (1) the expression of numbers as figures and words; (2) the addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals; (3)…

The Education Evaluation and Planning Package provides a performance statement check list approach to the comprehensive educational evaluation required by Massachusetts law for special education students. The vocational area of this package is intended to be used to assess various skills necessary to hold a job. There are four components of this…

This document, the first of two volumes of a final report, describes the various models which were utilized to support the development of a nongraded, phased, secondary school. It also contains the developed objectives which were used in conjunction with the on-going operations research, while Volume II contains the placement instruments…

In this paper we analyze the reasons why the teaching of probability is difficult for mathematics teachers, describe the contents needed in the didactical preparation of teachers to teach probability and analyze some examples of activities to carry out this training. These activities take into account the experience at the University of Granada,…

The purpose of this article is to present various techniques that will engage young children, ages 3-8, in learning science and mathematics. Children actively engage in acquiring basic science and mathematics concepts as they explore their environment. The methods presented are intended to meet the developmental levels of young learners as they…

Introduction: The Maui Hawaii Educational consortium (the Maui School District and Maui Community College) sought scientifically based evidence for the effectiveness of the Cognitive Tutor (CT) Algebra I Curriculum to inform adoption decisions. Decision makers were particularly interested in whether the use of the CT program affects achievement of…

The researcher conducted a six-month ethnographic study as an apprentice carpenter in Cape Town, South Africa, to document the valid mathematical ideas that are embedded in the everyday woodworking activities of a group of carpenters. A secondary objective was to examine and to give a firsthand account of the teaching and learning of mathematical…

The understanding of children and adults regarding four component properties of the arithmetic mean was studied. The component properties were: (1) the mean is a data point between extreme values of a score distribution; (2) the sum of deviations about the mean equals zero; (3) when the mean is calculated, any value of zero must be taken into…

The fundamental importance of basic mathematics to daily life is emphasized in this teacher's guide for special education teachers in Puerto Rico. While it is necessary for the teacher to determine the needs and abilities of each student and adapt the curriculum accordingly, this guide presents, in Spanish, a set of lesson plans, each with an…

To be numerate is to be able to function mathematically in one's daily life. The kinds of mathematics skills and understandings necessary to function effectively in daily life are changing. Despite an awareness in Australia of new skills necessary for the information age and calls that the schools should be instrumental in preparing students with…

A project to develop special training materials to introduce college teachers to the math-language approach is reported. The materials link language learning techniques to mathematics concept formation and are intended for teachers of limited-English-proficient (LEP) students. Specialists in both fields produced a three-part training package…