Reports on the results of the reform curriculum of the University of Chicago School Mathematics Project's elementary curriculum, Everyday Mathematics, for third-grade students. Results included the fact that only 2% of UCSMP students failed to meet state goals. UCSMP students also scored well in all mathematical areas including number skills and…

Reflections of a second grade mathematics teacher include the importance of organizing the year into units (place value, sorting, geometry, probability, comparing numbers, and geometry again), the benefits of giving choices within the classroom, assigning homework where the student must teach a lesson to someone at home, and the ability of the…

Describes a classroom project involving the construction of a holiday mobile. Necessary supplies include a lightweight hanger, construction paper, string, scissors, protractors, compasses, and rulers. Concepts involved in the construction of the project include illustrating a chord, radius, diameter, shapes, metric measuring, circumference, area,…

Investigates mathematical phenomena with students through a dialog between teacher and students in an inquiry-based mathematics class. (KHR)

Presents a game of classifying objects according to their attributes using a three-set Venn diagram, then analyzing the classification of the objects to determine their accuracy. Requires students to capture opponents' game pieces (tangrams) by making mathematical arguments that identify misplaced pieces. (YDS)

Describes similarities and differences between modeling cycles and stages of development. Includes examples of relevant constructs underlying children's developing ways of thinking about fractions, ratios, rates, proportions, or other mathematical ideas. Concludes that modeling cycles appear to be local or situated versions of the general stages…

An 11-item math concept curriculum-based measure (CBM) was administered to 171 eighth grade students. Scores were correlated with scores from a computer adaptive test designed in conjunction with the state to approximate the official statewide mathematics achievement tests. Correlations for general education students and students with learning…

Graphing calculators convert an equation to a visual model allowing students to make connections between mathematical concepts. Teachers are very receptive to the calculators, according to the director of the Calculator and Computer Precalculus Project at Ohio State University. (MLF)

Describes a number sequence made by counting the occurrence of each digit from 9 to 0, catenating this count with the digit, and joining these numeric strings to form a new term. Presents a computer-aided proof and an analytic proof of the sequence; compares these two methods of proof. (YP)

Discusses the use of scaling test scores for an algebra class. Provides example data, several equations used in scaling, and graphs. (YP)

Discusses the characteristics of repeating decimals to facilitate the translation of repeating decimals to fractions. Describes the algebraic and arithmetic methods for converting the repeating decimal. Illustrates arithmetic operations for n-digit integer. Eight references are listed. (YP)

Discusses a teaching method for multiplication using manipulative materials. Provides examples of the teaching method and activities using individual chalk boards. Two references are listed. (YP)

Describes four activities at different levels for discovering the geometric properties of flags. Objectives, directions, extensions, answers, and worksheets are provided for each activity. (YP)

Explores mathematical methods children use to find answers for themselves. Describes some methods used for multiplication and subtraction problems. (YP)

Concepts of fractions from an adult perspective as well as from a child's perspective are examined. Types of students' schemes for some terms related to fractions are reported. (YP)