Presents four activities for locating objects in space and on various maps. Included are objectives, directions, extensions, answers, and a worksheet for each activity. (YP)

Examines a variety of mistakes found in published materials and practiced by classroom teachers. Provides examples of mistakes in reading time, place value, price notation, geometry, and language. (YP)

Analyzes error patterns of kindergartners' mental addition task. Eight weeks of computational practice affected the errors of unpracticed combinations on a retest. Seven of 10 children mastered previously unknown combinations involving zero by learning a relationship rather than the practice and memorization of individual facts. (Author/YP)

Illustrates how to draw a regular pentagon. Shows the sequence of a succession of regular pentagons formed by extending the sides. Calculates the general formula of the Lucas and Fibonacci sequences. Presents a regular icosahedron as an example of the golden ratio. (YP)

Describes environments for concretely enacting multiplication and division. Discusses difficulties occurring when students use one of the concrete environments to model situations involving modified environments. (YP)

Discusses a technique for graphically composing functions. Describes three-step composition procedures in two- and three-dimensional rectangular coordinate systems. Provides three examples. (YP)

Describes learning difficulties students may have with the basic notions of linear algebra and three phases of abstraction. Discusses results of a program based on the abstraction process. (YP)

Presents 10 space-related ideas, thoughts, and questions represented on the Australian Association of Mathematics Teachers (AAMT) calendar. The ideas are on impossible shapes, fractals, space itself, galaxy, tesselated pigs, spirals, helices, black holes and three-dimensional surfaces, tesseracts, and mobius bands. (YP)

Described is an experiment for investigating the largest area for a given perimeter. Some instructional hints are provided. Eight references are listed. (YP)

The content of the standards focusing on numbers and numeration for grades K-8 are discussed. Several activities for developing number concepts and skills are described. (YP)

Learning at a distance from the source of instruction through textbooks and other media is distance learning. Robert Record wrote mathematics textbooks for the home learner of the sixteenth century. He used dialogue between Master and Scholar to present concepts and correct possible mistakes and misconceptions. (DC)

Trends in computer programing language design are described and children's difficulties in learning to write programs for mathematics problems are considered. Languages are compared under the headings of imperative programing, functional programing, logic programing, and pictures. (DC)

Examines aspects of the images and definitions that college students and junior high school teachers have for the concept of function. Provides a seven-item questionnaire. Describes and categorizes the various images and definitions of the concept. (YP)

Notes that vocabulary provides access to mathematical concepts and that several kinds of vocabulary--technical, subtechnical, general, and symbolic--should be taught during each lesson. Gives 13 practical suggestions for planning and implementing math vocabulary instruction. (ET)

This study of 24 third-grade students' comprehension of mathematical operations found that students who received instruction that provided explicit instruction focusing on conceptual understanding, problem-solving skills, and developing connections of mathematical concepts performed better than students receiving implicit instruction. (Author/JDD)