Two concepts were taught to mentally retarded and nonretarded third graders (n=88). Both groups learned faster when computer displays continuously converted the concepts either into concept examples or concept nonexamples, compared to procedures where examples were not converted. Mentally retarded students benefited more from the conversion…

The author argues the necessity of ensuring that mathematics is perceived by children as being useful. An example is provided which is intended to give children experiences which might help them develop a rationale for learning. It involves an item of computer software which simulates car racing. (PK)

One of the areas in which the microcomputer excels is that of the very rapid addition of a sequence of numbers. Many problems in mathematics can be reduced to such an addition. Examples of problems and computer programs are included. (PK)

Proposes that teachers should examine the elements of mathematical understandings that precede conservation and one-to-one correspondence and tailor classroom instruction to benefit both conserving and nonconserving students. (PK)

Techniques for estimating pi using the microcomputer are demonstrated. Four BASIC programs, coded from pi generating formulas, are compared for efficiency. (PK)

Argues that computer instantiations of abstract concepts could assist mathematics education by providing concrete experiences and by inducing the mental process of construction that Piaget called reflexive abstraction. College students with computer experiences scored higher than those taught with traditional methods on a test of functions and…

The term "numeracy" is used in the adult education community to include an array of mathematically related proficiencies that are evident in adults' lives and worthy of attention in adult education settings. This occasional paper attempts to describe the complex nature of numeracy as it exists today. All stakeholders--including policymakers,…

Students learn at varying rates, and if a misconception in mathematics develops early, it may be carried from year to year and obstruct a student's progress. To identify fallacies in students' preconceived ideas, "Uncovering Student Thinking in Mathematics" offers educators a powerful diagnostic technique in the form of field-tested assessment…

Middle school students consolidate their understanding of integers and rational numbers, increasing their facility with fractions, decimals, and percents and encountering proportionality. This book shows how students can explore these important ideas in such diverse activities as exchanging currency and using area models to develop algorithms for…

NASA CONNECT is an annual series of free integrated mathematics, science, and technology instructional distance learning programs for students in grades 5-8. Each program has three components: (1) a 30-minute television broadcast which can be viewed live or taped for later use; (2) an interactive Web activity that allows teachers to integrate…

In everyday interactions with children, there are many things that parents can do--and do without lecturing or applying pressure--to help children learn to solve problems, to communicate mathematically and to demonstrate reasoning abilities. These skills are fundamental to learning mathematics. The major portion of this booklet is made up of…

One mathematics lesson was planned by two Grade 2 teachers together. Their separate teaching of it was videotaped, and each teacher was interviewed before and after her lesson. The "same" lesson resulted in different sets of worthwhile learning outcomes. In this research report, the notion of situated cognition is used as a tool for analysis of…

Noting that assumptions about the teaching and learning of early childhood mathematics have changed substantially since the 1970s, this chapter examines recent research that may inform curriculum development in early childhood mathematics. The chapter begins with a consideration of the theoretical perspectives for defining an appropriate…

The relative effects of cooperative, competitive, and individualistic goal structures were compared on achievement and the acquisition of high-level cognitive reasoning strategies. Results indicate that cooperative interaction, promoted higher achievement and the discovery of superior cognitive reasoning strategies. (Author/GK)

Defines "skill-to-meaning" instruction. Describes research designed to determine the effectiveness of skill-to-meaning mathematics instruction for educable mentally handicapped children. Discusses educational implications of the study results and notes the benefits of meaning for handicapped children. (SB)