Uses the geoboard as an aid in developing an intuitive "feel for the relationship between sums of numbers in a two by two matrix. Numbers in the matrix are represented as "area numbers on the geoboard. (RP)

Presents a concept of the mantissa which is developed through the use of three theorems. The procedure described allows the student to develop a basis for understanding, as well as a method for finding the mantissa and characteristic of a logarithm. (LC)

Focuses on the mathematical activity generated by attempts to prove Euclid's Parrallel Postulate. (RP)

The author attempts to reconcile conflicting research regarding the effects of modern math courses on student achievement. (CP)

Reviews the learning theories of Robert Gagne and David Ausubel, and applies these theories to the three most common approaches to teaching division of fractions: common denominator, complex fraction, and inverse operation methods. Such analysis indicates the inverse approach should be most effective for meaningful teaching, as is verified by…

Presented is a fairly formal and precise definition of proof." Then discussed is the reformulation and modification of this definition to provide a basis for various classroom strategies for teaching mathematical proof. (CT)

Discussed are the nature of a mathematical problem, problem solving in the traditional and modern mathematics programs, problem solving and psychology, research related to problem solving, and teaching problem solving in algebra and geometry. (CT)

A review of 88 counting and mathematical-concept books for the primary level. (Author)

The authors present an enrichment topic appropriate for use in grade 12. A mathematical system is defined using integer 3-tuples and it is shown that this system is a field isomorphic to the rational numbers. The unit is useful for illustrating the abstract nature of mathematics. (CT)