An attempt to make problem solving a real part of the mathematics program in a second-grade classroom is described. It is felt that teachers can aid children in establishing attitudes of willingness to take risks and tackle unfamiliar tasks by focusing early on problem solving as a process. (MP)

Efforts directed to emphasizing problem solving and using the immediate environment to create problem situations are described. Teachers are urged to incorporate problem-solving activities in their instruction. (MP)

Determines effectiveness of the active game medium compared with a conventional method of teaching mathematical concepts to second grade children. Two separate groups were taught 15 lessons by each method and were given pre, post, and interval tests. Results indicate no significant difference between the two teaching methods. (DS)

Problems in mathematics education as a social activity are the major focus of this document. Paragraphs that describe major problems in mathematics education point out at least eleven major issues as seen from the author's perspective. (MP)

Suggests several ways to humanize middle school mathematics: telling anecdotes about famous mathematicians, capitalizing on student insights, taking the fear out of making mistakes, and using a variety of learning experiences. (Author/SJL)

Focus is on curriculum content and classroom organization. Other aspects discussed include the goals of a gifted mathematics program, student evaluation, teacher attitudes and characteristics, and the use of calculators and microcomputers. (DLS)

A computer program named BUGGY is described. The program is designed to duplicate "traditional" student mathematical mistakes; pupils are to identify the nature of the errors the computer makes. (MP)

The author discusses mathematics problems given to a group of primary teachers studying properties of numbers. Using a milk crate and bottles as a problem, the teachers diverted to exploring extrapolations. (MP)

This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)

The role of mathematics education in the elementary school classroom over the next few years is reviewed. The need for extensive reform is emphasized, especially the inclusion of noncomputational number concepts. (MP)

Describes exhibits from a math applications fair held as part of a National Science Foundation Pre-College Teacher Development Project. Topics of the exhibits include measurement, astronomy, optics, calculators, mathematics in nature, art, music, electronics, scale models, sports, bicycles, travel and vacations, kites, automatic design, stamp…

Several types of problems designed to provide opportunities for mathematically able students to do original and analytic thinking at grades 3 and 4 while reinforcing numeration and computation skills are presented. (MP)

A proposal to replace plane geometry with computer programming in the standard high-school mathematics curriculum is presented. (MP)

The use of exponentiation as a starting point for an open-ended exploration of real number ideas is presented. (MP)

The use of a contest to have pupils construct games that teach specific mathematical skills and facts is promoted. Results of a contest and several pupil-developed games are presented. (MP)