Stresses recognition and application of the identity property of 1 across the mathematics curriculum to help students overcome difficulties. (MKR)

Gives examples of, and a rationale for, using estimation in the classroom daily. Includes instructional tips and strategies to enhance estimation activities. (MKR)

Asserts that students need opportunities to solve problems by making concept connections from many disciplines. Integrating mathematics and social studies can help. Includes 20 class activities and a chart recommending which grade levels are most appropriate for each activity. (CFR)

Describes a three-week unit that explores the mathematical concept of spatial sense through literature books, moving from activities of tiling, to tessellation, to quilting, and ending with transfer of patterns to T-shirts. (BB)

The main thesis of the paper is that geometry deals with mental entities (the so-called geometrical figures) which possess simultaneously conceptual and figural characters. The paper analyzes the internal tensions which may arise in figural concepts because of their double nature, developmental aspects, and didactical implications. (Author/MDH)

Presents the experiences of a Russian mathematician teaching in Russian and American Universities. Topics discussed include what was taught, the importance of grades, cultural and parental factors, mathematicians' attitudes toward teaching, and some problems in elementary mathematics. (MDH)

This experimental study compared the use of Belcastro rods with the use of traditional methods in teaching addition and subtraction of whole numbers to five blind students. Results showed a significant difference favoring the use of Belcastro rods. (Contains 30 references.) (MKR)

Presents an activity for introducing probability by investigating the Chinese policy of having one child per family and a one-son policy of some rural Chinese. Discusses features of the problem, including counterintuitiveness, multiple options for analysis, and thought experiments. (MKR)

Presents an analysis of the question in the title which involves a discussion of fractions, number theory, and probability through modeling, exploring, and other mathematical connections. (MKR)

Discusses an activity which models the building of a tunnel by ants using the definitions of derivative and indefinite integral from calculus. Includes a discussion of reasonableness and interpretation of the problem. (MKR)

Discusses the use of manipulatives and the connections between mathematics and science to help preservice teachers to discover and reconstruct their mathematical knowledge. Uses science and mathematics to model functions and to show examples of multiple representations. (MKR)

Provides a brief overview of interdisciplinary projects at the California Academy of Mathematics and Science, a public high school on a college campus. Discusses project creation, collaboration, and assessment. (SR)

Explores algebraic thinking as children search for patterns while collecting, organizing, and graphing data and as they derive equations describing relationships found in the data. (ASK)

Discusses the vital place of proofs in geometry classes. Argues that, although inductive geometry with computer software certainly makes theorems come alive, proofs lead to insight and understanding that allow students to extend the concepts that they see in examples. Presents a theorem, its proof, and a computer exercise. (ASK)

Recommends that mathematics instruction should promote student discourse by orchestrating situations in which each individual's thinking is challenged and asking students to clarify and justify ideas. Provides a vignette of a heterogeneously grouped seventh-grade mathematics class to illustrate the process of mathematical discourse. (ASK)