Discusses the implementation of the National Council of Teachers of Mathematics standards in classrooms and schools. Provides recommendations for implementation including working together, beginning with small parts, using committees effectively; obtaining external contracts; and obtaining resources. (YP)

Discussed are assumptions about technology and classroom equipment, teaching methods, getting started, pitfalls, and the role of algebra and calculus. Suggestions are given for implementing the spirit and vision of the standards. (YP)

Results are reported from an experimental study involving 97 fifth grade math teachers in Thailand to determine whether participation in an inservice teacher education program directly influenced teachers' teaching practices and indirectly influenced the learning of their students. (IAH)

Three learning disabled fourth-grade students who asked few questions in their mainstream class viewed videotaped exemplars of question-asking, received structured opportunities for rehearsing question-asking, and received feedback. The resource room training procedures were effective in increasing the level of question-asking and in improving…

Analyzes the Second International Mathematics Study data on the use of instructional aids by 103 Ontario grade eight mathematics teachers using dual-scaling analysis. The effect of instructional aids did not remain after the influence of topic coverage was removed. (Author/YP)

Illustrated is the problem of solving equations and some different strategies students might employ when using available technology. Gives illustrations for: exact solutions, approximate solutions, and approximate solutions which are graphically generated. (RT)

Presented are problem-solving experiences with area, volume, and algebraic expresssions resulting from data collection. Three worksheets are included for students in grades 7-12. (MNS)

Presents a selection of solutions of the "Three Hungry Men" problem from grade three to college students with three different strategies used: backward, forward, and forward/backward strategies. Provides error patterns in each strategy. Discusses some implications for teaching of problem solving. (YP)

Recommends an inquiry approach as the most effective use of computers in mathematics. Describes 10 types of computer software and nine applications of computers in mathematics. (YP)

Describes the use of spreadsheets. Presents four examples using a pre-designed format: repaying a loan, investigating functions, exponentials, and Fibonacci numbers. Provides three practice problems. (YP)

Discusses how calculators and computers can assist in the teaching of the basic mathematical competencies. (YP)

Abstracts six conference papers from the ISRAEL Association for Computers in Education. Included topics are spreadsheets for problem solving, concept acquisition with microcomputers, numerical mathematics, learning math as a science, studying polygons with LOGO, and a growth curve simulation of microorganisms. (MVL)

Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)

Examines problems of instructional evaluation in urban schools using signal-receptor assessment theory analysis and a new type of test scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM). Discusses advantages of MCW-APM. (FMW)

Examines the role of teacher effects in mastery-learning research. A review of the literature reveals the following: (1) failure to control for teacher effects; (2) tendency to redefine teaching as managing; and (3) tendency to reduce teaching from a professional to a technical field. (Author/BJV)