Compares the performance in college algebra for four testing strategy classes: a homework class; a quiz class; a test class; and the control class. Adjusted mean scores in performance and adjusted final attitude were not different among the four strategy groups. The test class had a higher attrition rate than the homework class. (YP)

Investigated are the developments of pupils' use and understanding of algebraic ideas within a LOGO programing context and a non-computational context. The research consists of a 3-year longitudinal case study of 4 pairs of pupils aged 11-16. LOGO experience enhanced the understanding of algebraic ideas. (Author/YP)

Presented is an introduction to laser videodisc technology, covering both hardware and courseware considerations and technological applications to special education. Described is the application of videodisc courseware to the teaching of fractions, and results of a successful program to teach fractions to eight mainstreamed students with learning…

To develop students' abilities to reason with mathematics and apply mathematics to problem solving are abetted by building on their personal experiences, integrating the curricula, and designing learning activities that require students to write or speak about mathematics. Using an integrated approach is discussed and examples are included. (MNS)

Tessellations provide an opportunity to incorporate a variety of geometric topics in one unit, allowing students to review shapes and focus on relationships among them. Three activities are described, with illustrations. (MNS)

Because most schools do not have courses in formal logic, teachers must teach this topic as it comes up naturally through class discussions in algebra, geometry, or general mathematics. This article shows how teachers can capitalize on students' ways of thinking to lead them to a greater understanding of logical relationships. (PK)

Ten teachers successfully taught first- and second-grade children to count up while keeping track with finger patterns. Learning to subtract by counting up greatly improved children's performance on take-away, compare, and equalize word problems, and enabled them to accelerate by as much as three years their learning of subtraction topics. (MNS)

Five articles describe improvements in instructional software designed to enhance problem solving skills. Issues addressed include problem solving software to implement curriculum goals; problem solving theory and writing theory; software for elementary and secondary school science instruction; software for mathematics instruction; and cognitive…

Observations and interviews with (n=16) undergraduate mathematics and mathematics education majors learning to do formal mathematical proofs found three major sources of students' difficulties: concept understanding, mathematical language and notation, and getting started on a proof. (25 references) (MKR)

Describes observations, written samples, and interviews of (n=24) high school teachers learning concepts of group, subgroup, coset, normality, and quotient group in an Abstract Algebra course. General observations are made about the role of errors and misconceptions in light of an action-process-schema framework. (32 references) (MKR)

Analysis of self-concept among (n=16) male and female teachers found the greatest difference in attitudes toward mathematics, the teaching of mathematics, and perceptions of themselves as salient role models between teachers with very high and very low self-concept profiles. (Author/MKR)

Our highly technological society requires that all students be empowered to use mathematics to defend their rights and see behind political control agendas. Situations (such as computer-modeling decisions) are often "mathematicized" to stifle those unable to construct their own mathematically based arguments. African-American students…

Junior high school students (n=72) with learning disabilities received direct instruction in cognitive strategies, instruction in metacognitive activities, or both. Students improved in mathematical word problem performance and compared well with normally achieving peers. Discussion focuses on the treatment effects and maintenance and the issue of…

Uses manipulative materials to build and examine geometric models that simulate the self-similarity properties of fractals. Examples are discussed in two dimensions, three dimensions, and the fractal dimension. Discusses how models can be misleading. (Contains 10 references.) (MDH)

Presents three teaching ideas: (1) investigating patterns in the sum of four numbers in a square array, no two from the same column or row; (2) using three-dimensional coordinates to generate models of three tetrahedra; and (3) applying the K=rs area formula for a triangle to other polygons. (MDH)