In 3 of 5 Australian grade 8 math classes, 5 students, most high ability males, dominated teacher-student interactions in whole-class activities. These students' involvement was facilitated by behaviors of teachers and students and by management problems prevailing in these classes. In a fourth class the teacher systematically involved a larger…

Described is a study of second grade classes that participated in a year-long project in which instruction was generally compatible with a socioconstructivist theory of knowledge and recent recommendations of the National Council of Teachers of Mathematics. Methods, results, and implications for mathematics instruction are discussed. (CW)

Four activities are described which focus on consumer awareness and judgment using data collection and judgment skills involving data from footwear. Worksheets for data collection and activities at home and at school are included. A set of ratings of sneakers from "Consumer Reports" magazine is provided. (CW)

Investigated how teachers coached one another accepted advice and feedback from colleagues and changes that occurred in classroom practices. Describes and presents data for a peer coaching program. (YP)

Reviewed is an integrated approach to teaching place-value concepts. A semi-integrated approach is proposed which may provide a more effective implementation of the technique. (CW)

The implementation of the first phase of a project involving the use of computer software in a course on the mathematics of finance is discussed. Results of a controlled experiment indicated that the techniques employed seemed to have positively impacted the performance of the students. (CW)

A nonconventional graphical way to represent functions (the Parallel Axes Representation) is discussed. A computerized environment designed to support the exploration of the representation of linear functions is described. The didactical potential of this representation is illustrated. (CW)

Presents an instructional strategy for teaching how to solve word problems and understand the operations involved. Describes the acquisition method of the part-whole relationships of problem situations. Provides some samples of the instructional strategy used and classroom test results. Lists nine references. (YP)

Answers several questions asked by teachers about the implementation of the "Curriculum and Evaluation Standards for School Mathematics," including teacher role; textbook change; starting procedures; finding support groups; dealing with feelings; classroom change; and curriculum change. Six references are listed. (YP)

Provides an activity to develop students' (grade 5 through 10) spatial understanding and problem solving ability. Describes materials, prerequisites, directions, extensions, and technology using Geometric Supposer software. Presents worksheets and answers. Four references are listed. (YP)

Describes experiences of developing the "Curriculum and Evaluation Standards for School Mathematics" from the perspectives of three past presidents of the National Council of Teachers of Mathematics. Includes their expectations related to the implementation of the standards. (YP)

Indicates the shortcomings of paper-and-pencil tests. Reports the effect of an interview-and-teaching method for students who obtained correct answers by a mechanical process but lacked a conceptual foundation. Five references are listed. (YP)

Emphasizes the importance of problem-solving attitudes when the problem solver is waiting for a breakthrough. Discusses the classroom use of five components of "mathematical disposition" from the chapter on "Evaluation" in the "Curriculum and Evaluation Standards for School Mathematics." Nine references are listed.…

Presents an example of a proof to the mathematical problem of the sum of the cubes of the digits. Provides a Pascal program to search for these results. (MVL)

Results of observations and interviews assessing the qualitative nature of reading and math instruction received by different categories of mildly handicapped learners (educable mentally retarded, learning disabled, emotionally/behaviorally disturbed), and by nonhandicapped learners (N=122), indicated few differences in instructional quality. The…