Utilizes two interpretations for the positive and negative signs to demonstrate how multiplication and division involving negative numbers can be represented and their inverse nature illustrated. (RP)

An exploratory study involving three days of brief instruction in a process-by-attribute approach. Significant performance gains were recorded. (MM)

First of two articles describing the nature and historical development of the author's work on Epistemics" which he originally conceived as the science of the structure and transmission of human knowledge" and later elaborated to enable separate emphasis to be given to the human and instrumental aspect of knowledge transmission.…

As a teacher you can make use of a child's everyday environment to provide meaningful, concrete experiences that involve sorting, comparing, matching, and counting. (Author)

Here and now methods in encouraging and developing mathematical conceptsin young children. (RY)

Discusses the developmental stages in mathematical literacy for children ages 5-13 and suggests teaching methods that can be used to develop functional mathematical literacy within the school curriculum. (RB)

Examined is an explanation of a concept as a theoretical construct in a theory of pedagogy." A taxonomy of mathematical concepts is presented. Then a teaching model utilizing the ideas of teacher moves and teacher strategies is developed. (CT)

by a geometric method, a one-to-one correspondence is set up between the set of real numbers and the set of all points, except one, on a circle of unit diameter. Then some interesting results relating the corresponding points and real numbers are derived. (Author/CT)

This article is in two parts: discussion of mathematical concepts involved in converting the reading from the tape-recorder counter which counts the turns of the run-off spool to that from the counter which counts turns of the take-up spool; calculating the length of tape run off when given the reading from the tape-recorder counter of the run-off…

Research reported deals with the effects of using negative instances in the teaching of eighth-grade general mathematics on achievement, reasoning ability, perceptual speed, and tendency to overgeneralize. Procedures, data analysis and conclusions are presented. (JG)

Solution of, and commentary on, a problem suitable for use in the secondary school mathematics classroom. Topics from arithmetic, algebra, and number theory appear in a unified way. (FL)

Presented are two self-contained worksheets and teacher guides for open-ended experiences in recording and reading data which require the use of basic addition facts. One is for grades 1-3; the other for grades 4-8. (CT)