Investigates the understanding of particular mathematical words or terms of secondary school students in Belfast. Presents sample items and results of two tests. Discusses some implications for the teaching of mathematics. (YP)

Introduces an introductory module for analysis. Describes stock of basic functions and their graphs as part one and three methods as part two: transformations of simple graphs, the sum of stock functions, and upper and lower bounds. (YP)

Discusses a counting system and number operations. Suggests six distinct areas in a "number" subject: one-to-one correspondences; simple counting process; complicated counting process; addition and multiplication; algorithms for the operations; and the decimal system. (YP)

Presented are mathematical games in six categories of mathematical objectives: learn the language of mathematics; use mathematical notation; know facts; develop skills; understand concepts; and devise strategies. Numbers of players, rules, and diagrams are provided for each problem. (YP)

A structured system of visual features is seen to parallel the propositional hierarchy of operations usually associated with the parsing of algebraic expressions. Women more than men were found to depend on these visual cues. Possible causes and consequences are discussed. Subjects were secondary and college students. (Author/DC)

This article provides four mathematical activities for grades 6-8 with situations involving proportional and nonproportional reasoning. For each problem, students construct a table based on the particular situation, generalize a rule to describe those data, and then plot the data on coordinate axes. (YP)

Given are several examples of seemingly unrelated problems that nevertheless can be solved with a single mathematical idea--the proportion. It is hoped that as students see how a variety of problem contexts can be modeled by a proportion, they will use proportions more frequently in problem solving. (MNS)

Describes an inquiry activity in which students explore the variables that influence the amount of time it takes a ball to roll down an inclined plane. Relates features of the activity to recommendations in the NCTM Standards. (MKR)

Analyzes instructional actions designed to help a student understand distance, time, and speed. Focuses on the mathematical knowledge that guided instructional decisions and actions and discusses implications for content preparation of teachers. Contains 48 references. (Author/MKR)

Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

Two experiments examined fifth-grade students' reasoning about data modeling: one involved development of hypermedia documents, the other, use of a simple randomization distribution to test students' hypotheses. Found that data construction and analysis provide an opportunity to involve students in the important enterprise of mathematical…

Describes one teacher's use of traditional wooden blocks in fifth-grade curriculum. Notes that use of blocks can teach communication, teamwork, precision, and arithmetic concepts. Also describes four easy classroom block projects. (TM)

Describes principles for constructing mathematics exercises that challenge students. Presents examples of good problems in differential equations. (MKR)

Presents a dialogue about ethnomathematics that includes discussions of: quipus (knotted cords) as a form of language, difficulty in defining mathematics, culturally embedded mathematical ideas, philosophy and mathematics, quantification without giving meaning to numbers, and evolution in mathematical thinking. (MKR)

Content analysis of 7 mathematics textbook series, grades 1-8, found that textbooks published after 1989 (when NCTM Standards were published) showed shifts of emphasis among content areas; changes in amount of content development, drill, word problems, and problem solving; and increased use of estimation and calculators. (13 references) (MKR)