Discusses uses of the microcomputer in elementary mathematics education. Included are: (1) drill; (2) practice; (3) problem solving; and (4) games. (YP)

This study was designed to: (1) examine modes of representations used by middle school students in a building description task; (2) investigate individual differences in representation mode; and (3) determine the effect of spatial visualization activities on students' preference for mode and success rate. The activities were reported as…

A growing number of mathematics professors are asking their students to keep journals, write papers, and answer essay questions on tests, arguing that students learn mathematical concepts better by articulating them. This is part of a trend toward teaching mathematics for understanding rather than by rote. (MSE)

Describes study that investigated the effect of learning Logo on middle school students' understanding of specific mathematical concepts and on their level of cognitive development. Treatments for the experimental and control groups are outlined, hypotheses tested are explained, and pretests and posttests are described. (22 references) (Author/LRW)

Notes muMATH is a powerful computer algebra systems assistant for performing symbol manipulation in algebra and calculus. Provides several examples and program listings for calculus tutoring, differentiation drill problems, and integration drill problems. (MVL)

Evaluated the effectiveness of mathematics inservice for elementary teachers delivered in an institute format to improve the teachers' ability to provide meaningful, effective mathematics instruction. Describes the institute program and provides teachers' responses to questions related to mathematics teaching after the institute. (YP)

Discusses four activities focusing on communication about shapes and spatial relationships. The activities include requiring students to sketch patterns, and two-dimensional and three-dimensional visualizations. Provides several figures showing the geometric shapes. (YP)

Describes an experimental course requiring writing assignments as a regular part of the course. Summarizes common problems with student writing in mathematics. Reports effective procedures of the course, such as peer response, double submission, and efficacious instructor responses. (YP)

Effective teaching behaviors that have cognitive and affective learning effects on students' were identified in this study. Subjects were 50 grade-8 Dutch mathematics teachers. Findings indicate more teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students' attitudes toward mathematics. (IAH)

Used are test and interview data to extract evidence as to what level tenth graders have coordinated the worlds of arithmetic and algebra and can move freely between them. More dissociation is shown than was expected. (Author/MVL)

The performance of sixth and seventh graders on a variety of tasks involving estimation and reasonableness of results were studied. Also examined was the effect of a short unit of activities on these two topics. Correct answers approximately doubled after instruction. (MNS)

Describes four mathematics teachers' classroom discussions with small groups in their first year secondary (11-12 years old) classrooms. Analyzes interview results from one student in each group. Topic of the classroom was division of fractions. (YP)

Provides a short BASIC program, RANVAR, which generates random variates for various theoretical probability distributions. The seven variates include: uniform, exponential, normal, binomial, Poisson, Pascal, and triangular. (MVL)

Describes the "workability" of a K/1--kindergarten/first grade--multi-age classroom. (BB)

Two incidents involving novice teachers with classes in grades 7 and 10 are presented. Then considered are the nature of intuitive mathematics and contributions computers can make to such intuitive mathematics, particularly in Algebra. (MNS)