Describes origami, the oriental art of paper folding as an activity to teach upper elementary students concepts and skills in geometry involving polygons, angles, measurement, symmetry, and congruence. (PK)

Suggests that, although questions are often used to help students or stimulate student thinking, questions can also be used to help evaluate student thinking and attitudes about problem solving. Sample problems and questions are given. (PK)

Argues that teachers should be encouraged to use not just pencil-and-paper tests but also observations, interviews, and even students' journals to gather information on which to base their evaluations. (PK)

This study investigated the ways students represented fractions on number lines and the effects of instruction on those representations. The instruction primarily concerned representing fractions and ordering fractions on number lines. (Author/PK)

Illustrates how one mathematics department has added courses to widen pupils' views of mathematics and to improve their problem-solving ability. (PK)

Describes an enrichment activity based on the problem "Given a 2x2 square, and three colors, how many different ways can we shade the square?" (PK)

Presents a rationale and activities for using teacher-made laminated strips to teach fraction division concepts. (PK)

Specifics are given to help the "regular classroom" teacher assist the learning disabled (LD) student to overcome factors that interfere with performance. Sample relationships between LD deficits and possible difficulties in secondary mathematics are presented. (PK)

This article describes "Geopardy," a geometry version of the television game show "Jeopardy." Rules, rewards, miscellaneous suggestions and sample questions are included. (PK)

Two teachers share practical tips for teaching secondary school mathematics. The tips focus on effective use of homework and teaching trigonometric concepts. (PK)

This article first explains a "number trick" using algebra and then extends the ideas by use of a computer program. (PK)

Describes a college-level course that develops an awareness and understanding of environmental issues through instruction of mathematical concepts and processes, presenting sample mathematical problems which illustrate how environmental issues are used as themes for teaching mathematical skills. Also provides a list of annotated references for…

Advanced is the hypothesis that students organize their beliefs about mathematics to resolve problems that are primarily social rather than mathematical in origin. The contextuality of cognition, meaning-making, and learning in interactive situations are each discussed. (MNS)

A dialogue between Socrates and a researcher who claims to know what constitutes effective teaching is used to critique the implicit assumptions held by researchers. Teacher effectiveness research is criticized, and potential bridges for communication suggested. (MNS)

Confrey's article is criticized on the basis of unbalanced content coverage, distortions in the treatment of the content that is covered, and the lack of readiness to come to grips with the realities of classroom teaching. (MNS)