The focus is on forming numbers to meet specific requirements. Careful reading of information and understanding of mathematical language are important to finding appropriate solutions. Worksheets are designed for levels one-two, three-four, five-six, and seven-eight. (MNS)

Three important elements needed for constructing expert mathematics lessons are described: rich agendas, consistent but flexible lesson structures, and clear, understandable explanations. Each is discussed in terms of its hypothetical characteristics and then tested by comparing two novice and four expert elementary mathematics teachers. (MNS)

A generalization of the golden ratio is made, called the silver ratio. Some examples where the golden ratio appears are provided so that the silver ratio appears. (MNS)

Provided is an overview and analysis of recent progress in applying electronic information technology to creation of new environments for intellectual work in mathematics. Describes the impact of numerical computation, graphic computation, symbolic computation, multiple representation of information, programing and information, and artificial…

Discussed are trends in British mathematics education with special attention to practice. The importance and proper use of practical work, student-led activities, and matching instruction to student ability are emphasized. Lists 9 references. (YP)

Describes qualitative aspects of explicit and less explicit explanations of cognitive reasoning processes associated with mathematical problem solving strategies. Includes lesson excerpts to illustrate three major differences between explicit and less explicit explanations. (MG)

Provides an overview and description of the metric system. Discusses the evolution of measurement systems and their early cultures, the beginnings of metric measurement, the history of measurement systems in the United States, the International System of Units, its general style and usage, and supplementary units. (RT)

Third graders decided to collect 10,000 objects, first determining how many each child would bring. Grouping and other activities were involved, and each child wrote about the experience. (MNS)

Explores the production of shadows for drawings using the LOGO computer language and Affine Geometry. Explains the methodology of the shadowing and lists the Affine Turtle procedures. Provides for different versions of LOGO. (MVL)

The pumpkin is the theme for a collection of classroom activities which teachers can integrate into the language arts, science, social studies, math, and art curriculums. Many activities were suggested by classroom teachers. (IAH)

Middle school and college students were assessed on percentage. Better students in each group were given word problems involving percentage and asked to think aloud as they solved problems. College students made more use of strategies for control and monitoring of their own procedures. A three-stage model for problem solving is then hypothesized.…

Examined were the effects of student cognitive entry behavior, prescribed mastery level, and information about criterion on mathematics achievement. Studied were 36 third graders assigned to four levels of being informed. Findings differed for children at low and high entry levels. (MNS)

This classic reprint was first published in 1955. Fehr discusses how to determine what is taught, and makes specific comments on the roles of planning, meaning, practice, learning, and problem solving. (MNS)

Fourteen suggestions for improving mathematics instruction for bilingual students are discussed. The role of language in learning mathematics and in solving problems is the focus of a number of suggestions. (MNS)

Investigated was a sequence of computer-based activities on estimation with 108 students in grades 9, 10, and 12. The activities were appropriate for students at each grade level; each class improved their estimation scores significantly. (MNS)