The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 4 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This second part of the manual for Level 4 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 3 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This second part of the manual for Level 3 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

This is the fifth volume in a series designed to improve mathematics instruction by providing resource materials for those responsible for mathematics teaching. Focused on geometry in schools, it presents a panorama of current practices around the world and suggests future trends. The 14 chapters consider: "Developments in Geometry Teaching in…

This workbook was designed as an easy-to-read, slower-paced text for students who have learning, reading, and language problems. As one of five workbooks to aid low achievers in problem solving, it focuses on strategies for solving one step and multistep word problems in mathematics. Students use skills learned in the four previous workbooks in…

An overview is first given of some main theoretical frameworks underlying current European research in mathematical thinking, learning, and teaching. Together with the information-processing and the (neo)-Piagetian approaches, both well known in the United States, two other research paradigms can be distinguished: the action-oriented approach to…

The Mathematics 13-23-33 program consists of core and elective components, both mandatory, for three courses. The core represents the common set of minimum educational objectives prescribed for all students taking the program; the elective component allows for variety and flexibility in the choice of topics. Emphasis is placed on inductive,…

The Mathematics 10-20-30 program consists of core and elective components, both mandatory, for three courses. The core represents the common set of minimum educational objectives prescribed for all students taking the program; the elective component allows for variety and flexibility in the choice of topics. Emphasis is placed on the theoretical…

This is the teacher's manual to accompany part 1 of the workbook for grade 1 pupils in the Comprehensive Instructional Management System, a teacher-designed unified mathematics curriculum for kindergarten through grade 7. It is composed of a curriculum, a testing component, and a computer-managed reporting system. The curriculum is organized into…

Expectation research has frequently assumed that teachers respond differently to students, based upon their perceptions of student ability. Because general student behavior is correlated with ability, however, it is possible that teachers are responding to differences in behavior rather than ability. A study examined the relationship between…

This test for third grade students in Alberta, Canada, consists of two sections. Section I is divided into two parts: Part A has 25 questions covering numeration, geometry, and graphing, and part B has 25 questions covering operations and properties, measurement, and problem-solving strategies. Section II consists of four basic-fact tests in…

This project addresses the problem of inadequate mathematics high school teacher staffing and the shortage of mathematics specialists in the elementary school. Regular elementary school teachers interested in becoming certified as high school mathematics teachers, and who had taken at least three college-level mathematics courses, were invited to…

This case study presents a descriptive portrait of how one general mathematics teacher transformed her classes from a computational to a conceptual orientation. The outcomes of the transformation for student learning and instruction are discussed. The findings suggest student gains in computational competence, mathematical effort, and attitude via…

Written for teachers in elementary and middle schools and for personnel at outdoor education centers, this publication is the second in an ERIC/CRESS series on utilizing outdoor education methodologies to enhance the academic curriculum. The resource guide suggests ways of getting students interested in arithmetic and mathematics and how to make…