Provides an activity to develop students' (grade 5 through 10) spatial understanding and problem solving ability. Describes materials, prerequisites, directions, extensions, and technology using Geometric Supposer software. Presents worksheets and answers. Four references are listed. (YP)

Indicates the shortcomings of paper-and-pencil tests. Reports the effect of an interview-and-teaching method for students who obtained correct answers by a mechanical process but lacked a conceptual foundation. Five references are listed. (YP)

Described are several programs that enable the user to evaluate derivatives to order n of any elementary function by using the combination of automatic differentiation method and A Programming Language (APL). Programs calculating first- and higher-order derivatives are presented. Selected APL symbols are appended. (YP)

Compares the mathematical understandings of 1983-85 elementary teachers with similar teachers of two earlier testing periods. Discusses the change in the measured mathematical competency levels of preservice and inservice elementary teachers with graphs and data tables. (YP)

Describes a course including both theory and practice in the uses of calculators and microcomputers for secondary school mathematics teachers. Provides four calculator activity sheets and an evaluation questionnaire. (Author/YP)

Presents an example of a proof to the mathematical problem of the sum of the cubes of the digits. Provides a Pascal program to search for these results. (MVL)

Current knowledge about cognitive development in mathematics is reviewed, specific effective strategies for presenting materials in class are described, and effective strategies for mathematics program content and organization are outlined. Substantial information on recent research and on instructional materials is included. (MSE)

Investigated was the use of cognitive conflict to probe the misconceptions held by preservice elementary teachers that in a division problem the quotient must be less than the dividend. Explains how preservice teachers' reliance on information about the domain of whole numbers and their instrumental understanding support their misconceptions.…

Analyzed were 19 preservice teachers' understanding of division in 3 contexts. The teachers' knowledge was generally fragmented, and each case of division was held as a separate bit of knowledge. (Author/YP)

Presents 3 examples for setting teacher's aims in Japanese and American mathematics classrooms. Provides 10 guidelines for teachers who would like to include more mathematical dialogue and encourage the expression of conceptual splatter in their classrooms. (YP)

Describes students' misconceptions related to surface area and volume of solid body. Recommends changes in the National Curriculum for Mathematics to make an easy transfer from elementary to secondary school. Provides a table showing diverse levels of the content. (YP)

Responds to Crowley's and Wilson's articles on the reliability of the van Hiele Geometry Test. Discusses the issue of the difficulty of trying to maximize content validity while minimizing measurement error. (YP)

Discusses using the computer to promote versatile learning of higher order concepts in algebra and calculus. Generic organizers, generic difficulties, and differences between mathematical and cognitive approaches are considered. (YP)

Reports on mathematics myths held by a group of preservice elementary school teachers. Describes some math myths surveyed. Discusses ways to change beliefs about mathematics and issues related to beliefs. (YP)

Discusses teaching geometric concepts, including various shapes, patterns, and areas based on the NCTM Standards. Presented are activities for the geometric concepts. (YP)