Presents activities that demonstrate how technology can help students discover the mathematics in nature. Claims that these experiences can clarify students' vision of the symmetry of beauty that fills the world beyond the computer. Concludes that the use of flexible software tools helps students explore how a shape is affected when they change…

Describes an experimental study in which two sections of calculus were taught using the same materials, except one section was enhanced with the computer algebra system Mathematica. Results indicated that the students in the technology group had advantages to understanding certain key topics in calculus such as limits, derivatives, and curve…

Describes research that investigated how use of an interactive videodisk information system helped preservice elementary school teachers expand their visions of teaching, learning, and assessment in mathematics. Teachers and lessons in the videos served as models for the preservice teachers and offered a springboard for student reflection and…

Describes a statewide project in Vermont in which teachers developed a scoring rubric containing criteria that promote a common understanding of what constitutes effective problem solving and the assessment of effective problem solving. (DDR)

An experiment involving 14 small groups of Swedish students (usually 3 per group) aged 10, 11, and 12 years shows that these students acting in groups and creating shared contextualizations were able to solve mathematics word problems calling for real-world knowledge. Research has shown students acting alone to have difficulty with the same types…

Reports on the case study of a high school student using a computer-based tool called the Contour Analyzer to create graphs of height versus distance and slope versus distance for a flat board positioned with different slants and orientations. Focuses on visually recognizing the mathematical behavior of the slope versus distance function which…

Describes and analyzes a short teaching episode in a multilingual secondary mathematics classroom in South Africa where the teacher uses a participatory-inquiry approach. Argues that such an approach to teaching and learning mathematics creates dilemmas of mediation for teachers. (AIM)

A study examined 10,835 high school students with disabilities who took the American College Testing entrance examination, to determine whether more coursework completed by the students resulted in higher test scores. It was found that "coursework completed" was the best predictor of scores in math but not in English. (CR)

Describes an algebra course organized around the concept of function and based on intensive use of technology. Includes an explanation of the assessment sequence used to explore students' use of familiar representations and procedures to reason logically and to solve and communicate about unfamiliar tasks. (DDR)

The "Cover, Copy, and Compare" self-instructional strategy for students with and without disabilities is explained and then applied to examples from elementary spelling, mathematics, and geography subject areas. Evidence of the method's effectiveness is provided. (DB)

Explains that primitive living structures furnish real-world problems that are solvable using mathematics and computer-modeling techniques. (KHR)

Analyzes a subsample of the study, "Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood," to examine the impact of homework. Focuses on German seventh-grade students (n=2123) in 132 classes. Reports that homework frequency had a positive effect on mathematics achievement. (CMK)

This article discusses the lack of preparation teachers of students with visual impairments have in the Nemeth Code (the Braille code for mathematics). It then describes a Windows-based tutorial for sighted persons to learn the Nemeth Code, a tutorial for teachers with blindness, and how to access the tutorials. (Contains 10 references.) (CR)

Describes the MathOnline system at the University of Colorado (Colorado Springs), a learning delivery method that, in addition to blending synchronous and asynchronous learning, combines traditional mathematics instruction with distance learning. Student surveys indicate the system greatly enhances traditional learners' educational experiences…

Investigates the arithmetical and algebraic problem-solving strategies and skills of preservice primary and secondary school teachers in Flanders, Belgium. Compares aspects of preservice teachers' own problem-solving behavior with the way in which they evaluated students' arithmetical and algebraic solutions to problems. Discusses teachers' use of…