Describes a research methodology known as the teaching experiment and details an example of a teaching experiment aimed at the development of a process-oriented algebra curriculum. Addresses other possible variations of the teaching experiment, emphasizing the cooperation of teachers and researchers. (TW)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)

Suggests one possible way to combine the technological facility of the computer with students' natural abilities for concept formation. Describes the software the "Geometric preSupposer." (PK)

Proposes to modify the procedure proposed by Abelson and diSessa to produce a polygonal path with vertices that lie exactly on an ellipse. Provides a detailed proof. Implements a limiting process to produce the best possible approximation to any ellipse for any given screen resolution. (CW)

Suggests a lesson which enables students to practice estimating the measures of angles and to become proficient in using both a protractor and a ruler. (PK)

Suggests that by using elementary concepts and arithmetic methods it is possible to find many interesting aspects of mathematics. The activities could be used to allow students to make individual discoveries about mathematics. (PK)

Presents a tiling problem designed to be solved using the microcomputer, which will give students a context upon which to build meaning for the concepts of factors, common factors, and greatest common factors. (PK)

Describes pseudoprimitives, a set of special procedures which allow traditional geometric topics to be used within the context of LOGO. Explains how these procedures can be extended and used in junior and senior high school geometry. (PK)

Itemizes several concerns for schools as they attempt to meet mandated assessment procedures in mathematics. Areas which are discussed include the amount of paper work, pupil transfer, parental involvement, staff changes, unmotivated pupils, pupil overload, storage space and the need for moderation. (PK)

Presents five puzzles or problems that may be used for mathematics enrichment. Ideas include magic squares, tests for divisibility, geometry, palindromic numbers, and a jigsaw puzzle. Solutions are included. (PK)

Discusses the potential impact of the National Council of Teachers of Mathematics Curriculum and Evaluation Standards for School Mathematics on teacher education programs. Considers an historical perspective on reform as well as teacher and student conceptions. (PK)

Presents activities where students visualize three dimensional figures, construct tables, discover patterns in the tables, and use the patterns to make predictions. (PK)

Provides a thorough review of the software package "MathType, Mathematical Equation Editor." Includes hardware specifications, a description of the program, and evaluative comments. (PK)

Six sets of nonstandard mathematical activities or problems are presented. The topics are appropriate for a wide range of age and ablity groups. Includes answers and explanations. (PK)

Seven research conclusions concerning computers in elementary schools are presented. A summary conclusion suggests that researchers have been unable to detect improvement in mathematical skills, although some evidence suggests that students using computers acquire attributes related to success in mathematics. (PK)