Discussed is the situation of the ability, participation, and achievement of girls in mathematics in Australia. Reasons for the concern of many educators about this situation are presented. A few research explanations are suggested. (CW)

Proposed are the responsibilities of mathematics education researchers for the implementation of the NCTM Standards. Six areas that offer opportunities for standards-related research are identified: assessment, changes in curriculum materials, mathematics as communication, policy-related issues, the effects of technology, and secondary core…

Discussed is four years of intensive experiences of working with preservice secondary mathematics teachers in helping them to integrate computers into their mathematics instruction. Student experiences in the classroom and in field experiences, and changes in student attitudes and beliefs toward computers and mathematics are described. (CW)

Discussion of the use of computers in education focuses on ways to teach with limited computer resources. Learning processes with computers are described, the teacher-student relationship is examined, and examples of instruction using only one computer are given, including simulation programs in physics and the use of spreadsheets in mathematics.…

Discusses the information technology requirements for 5- to 11-year-olds under the United Kingdom's 1988 Education Reform Act. Attainment targets set by the curriculum are described for English, mathematics, science, and design and technology, and knowledge and skills required of primary school teachers under the Act are explained. (seven…

Discusses the use of writing assignment in mathematics class. Provides a peer-conference checklist and samples of students' works. Describes some of the experiences, types of assignments, and grading. Seven references are listed. (YP)

Discusses the use of calculators to calculate multiple operations. Describes calculating procedures and provides four different types of examples. (YP)

Illustrates how muMATH can be used for manipulating abstract differentiation rules, optimization, implicit differentiation, related rules, and verifying the chain rule. (MVL)

Discussed are some objections to using calculators in mathematics instruction and testing. Indicates that many commercially available tests do not permit the use of a calculator. Several steps to facilitate the use of calculators are suggested. (YP)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)

Illustrated is the use of computer- or calculator-based graphing to deepen students' understanding about solutions to inequalities. Two examples which use a zoom-in procedure are provided. (YP)

Describes teaching strategies that help students improve problem solving skills. Lists three factors good problem solvers were found to possess. Gives step by step instructions for solving problems. (MVL)

A report is given of a study which examined the effects of computer-assisted instruction (CAI) in mathematics on 99 disadvantaged and 112 advantaged Israeli students. Higher performance levels and larger gains were found for advantaged over disadvantaged students, for high achievers over low achievers, and for boys over girls. (IAH)

Reviews six research articles involving the use of computers for mathematics instruction: (1) geometry skills; (2) calculus; (3) interactive videodisc in pre-calculus; (4) model for integrating computers in classroom; (5) computerized tutoring in applied algebra; and (6) software for enhancing problem-solving skills. (YP)

Examines the similarities and differences in beliefs about the effective teaching of mathematics held by teachers from two different sociocultural backgrounds. Data were collected using a part of the Teacher General Classroom Process Questionnaire of the second IEA Mathematics Study. (Author)