Claims that most of mathematical knowledge is neither as widely applicable as general heuristics, nor as narrow as the facts in textbooks and that it consists of general concepts. Describes some examples and characteristics of the general concepts. (YP)

Introduces a statistics curriculum emphasizing an instructional sequence of practical, real data, discussion, and model/theory instead of theory, example, and practice. Provides one example and describes the teaching methods of the curriculum. (YP)

The "word problem" is stated for a given collection. Facts regarding Dehn's Algorithm, definition of Thue systems, a rewriting system, lemmas and corollaries are provided. The situation is examined where the monoid presented by a finite Thue system is a group. (DC)

This article provides a chronological table on the history of geometry. The table describes the name and performance of mathematicians from the Babylonians to 1977. Nineteen references are listed. (YP)

Describes John Snyder's current interest in mapping, provides worksheets for a student map-projection activity, and explains how maps have been used throughout history. (MKR)

This second of a three-part series on grant writing for technology in education focuses on costs and benefits. Highlights include the cost of proposal writing, four categories of grant-writing situations based on cost and probability of funding, an implementation budget, and mathematical expectation. (Author/LRW)

Reports the results of a teaching experiment involving like terms and equations in algebra. Seventh-grade students (n=6) experienced difficulties in decomposing an additive term into a difference. (Author/MKR)

Summarizes research related to models of understanding mathematics, describes the fundamental conception of understanding mathematics, discusses basic components substantially common to the process models of understanding mathematics, and presents a theoretical framework of a process model consisting of two axes. (26 references) (MKR)

Explores the concept worksheet, which can help students identify and analyze important mathematical concepts and is a simple assignment that can be completed by students overnight. Four types of exercises are included: definition, web of attributes, examples, and nonexamples. (MKR)

Explains the recursive model in discrete mathematics through five examples and problems. Discusses the relationship between the recursive model, mathematical induction, and inductive reasoning and the relevance of these concepts in the school curriculum. Provides ideas for approaching this material with students. (Author/DDD)

Investigates numerical competence in five-month-old infants using a violation-of-expectation paradigm. Supports previous findings that young children possess not only the competence for limited numerical abstraction, but also the ability to carry out addition and subtraction operations. An alternative explanation, that infants' responses are based…

Compared students in a model preservice program to other students taking similar courses on their conceptual understandings of science and mathematics, their investigative proficiencies, and their beliefs about effective methods of teaching. Reports that students in the model program developed more thorough understandings and more reform-minded…

A way that allows students to discover a strategy for determining the area of rectangles, squares, parallelograms, triangles, and trapezoids is described. Students use grid paper and scissors to determine the number of square units that cover a specified space. (KR)

Discusses the role of abstraction in the development of mathematical concepts among young children. (MDH)

Investigated was whether preservice teachers' success in solving division word problems was effected by the type of problem or by the common misconceptions related to primitive models of division. Preservice teachers' ways of thinking about division were also examined. Sample division problems, results, discussion, and implications are included.…