Diverse activities using large blocks are described. By building and comparing configurations children can be led from concepts like long and high to concept of ratio. Games and activities to help build other concepts are also described. (SD)

Concrete materials lead young students to abstract conclusions. (Editor)

The author argues that students do poorly with problems involving percent because they do not adequately understand ratio and proportion. Described is an instructional sequence designed to build these concepts. (SD)

Argues that the use of number sense can assist learners in their understanding of and calculating in mathematics. Reports on those aspects that were investigated with primary teachers' preservice teacher education students (N=6) at the commencement of a semester unit in mathematics education. Concludes that the students had at least a limited…

Describes a project involving a short car trip in which students experience an early opportunity to work in teams, think about mathematics, gather and analyze speed and distance data, and produce a report on their findings. Provides a typical-authored solution. (Author/ASK)

Presents an experiment to design a precalculus topic that would help prepare students for limits in differential calculus. Emphasizes the topic to enhance the interpretation of graphs and to be applicable in both technology-based and traditional precalculus courses. Uses graphing calculators to help students observe the results of their…

Presents two case studies of learners attempting to understand the concept of normal distribution, specifically why physical phenomena such as height fall into normal distributions. Draws conclusions about a Connected Mathematics learning environment that enables confrontation with epistemological anxiety and the features of modeling languages…

Discusses two possible approaches to (-8)1/3. Considers the pros and cons of each of these approaches and specifies some implications to teacher education. (AIM)

Suggests that by making quilt squares with tangrams, children link geometry and children's literature. Provides background on quilts and tangrams, and provides guidelines for teachers. Points out that children gain communication and mathematical thinking skills as they manipulate and explore relationships among pieces. Contains an annotated…

Reports on a case study of a 16-year-old student working on transformations of functions in a computer-based, multirepresentational environment. Presents an analysis of the work during the transition from the use of visualization and analysis of discrete points to the use of algebraic symbolism. (AIM)

The concept of trigonometric ratios in a right triangle can be clearly presented through the use of interactive-geometry software. Investigation in this manner allows students to see the crucial features of the concepts before they are formalized and to gain ownership of these ideas through discovery. Many examples of the mathematical…

Presents a hands-on activity, adaptable to various grade levels, to reinforce the mathematical concept of rounding by utilizing grocery store advertisements to demonstrate the concept in a real life setting. Describes the activity on a step-by-step basis and includes suggestions for additional grocery store games. (SD)

Discusses strategies to help primary students understand geometric concepts. Highlights best examples, concept cards, defining shapes, discovery lessons, and expository lessons. Presents action research ideas. (JRH)

Explores ways in which various technologies can be integrated to teach the transformation of graphs in an interactive and dynamic way. Discusses how the use of graphic calculators, a spreadsheet, graph plotter, presentation package, and an interactive whiteboard can be combined to give students the opportunity to investigate, understand, and have…

Offers examples of what infants and toddlers might do in early childhood settings, how these behaviors are related to mathematics, and what teachers can do to encourage the natural mathematical interests of this age group. Asserts that teachers' interactions with children are vitally important to children's understanding of early mathematics. (KB)