Three studies involving 44 learning-disabled junior high students assessed the impact of strategy instruction in individual, small group, and whole class instruction in one knowledge domain: algebra. The three studies are contrasted, outcome data are compared, and the issue of generality-specificity in strategy instruction is examined. (JDD)

Raises issues concerning pupils' interactions with mathematics textbooks. Discusses problems related to effective reading and the ability to interpret graphs, diagrams, and symbols. (NH)

Bringing the practice of knowing mathematics in school closer to knowing mathematics within the discipline was studied with 18 fifth graders. Student activities in asserting and examining hypotheses were contrasted with conventional school mathematics activities. (SLD)

Discusses an activity for the use of tangrams in which students flip, rotate, slide, or patch the pieces in order to construct a particular shape. Examples include provisions for constructing two trapezoids; transforming a scalene triangular region into quadrilaterals of equal area; and transforming a cross into a picture frame. (RT)

Describes activities which demonstrate the abundance of organisms living underground. Provides outlined directions, lists of materials, and a soil ecosystem transparency for delving into the properties of soil. (RT)

Discusses a television program, "Mathematical Eye," for children aged 11-13. Describes sample programs, style, and supplemental materials, such as a teacher's note, investigations pack, book, and software. Lists the titles of 10 programs. (YP)

Assessed are the extent to which the beliefs, "multiplication always makes bigger" and "division always makes smaller," are explicitly held by preservice elementary teachers. Insight into the sources of preservice teachers' beliefs and into the relationship among preservice teachers' beliefs, computational skills, and performance on word problems…

A FORTRAN program is provided for use with computer projects for a course in number theory. Uses diminishing functions and the speed of the computer to quickly determine possible solutions to problems. (MVL)

Studies whether students' stated preferences for flowcharts or pseudocodes match their actual behaviors. Provides a review of the literature on flowchart utility. Reports that students preferred flowcharts to pseudocodes. Lists an example of both a flowchart and pseudocode. (MVL)

Describes mathematical problems which occur when using the computer as a calculator. Considers errors in BASIC calculation and the order of mathematical operations. Identifies errors in spreadsheet and calculator programs. Comments on sorting programs and provides a source for Mathemagical Black Holes. (MVL)

Described is an article that describes an adaptive computer tutor for arithmetic entitled "Shopping on Mars." The purpose of the tutor is to help children develop an extensive repertoire of information techniques for performing arithmetic in everyday situations and to learn to formulate shortcuts in problem solving. Results of…

Discussion of teaching college level mathematics using computer algebra systems (CAS) focuses on a new microcomputer-based teaching/learning environment called Computer Algebra and Logo (CAL). Highlights include the teachers' role in the development of mathematics teaching and learning environments; methods and goals of implementation; and…

Compares achievement effects and time-on-task generated for computer and non-computer versions of essentially the same game. Notes that students followed different rules for the same game and pace was faster for computer versions. Reports transfer of instruction may not be complete. (MVL)

The author suggests that spreadsheet computer programs can be an effective tool in the mathematics classroom. In addition to being used to solve many real-world problems, spreadsheets can be used to promote understanding of concepts and principles from geometry, algebra, and trigonometry. (PK)

This set of activity sheets requires students to organize and display data with a box-and-whiskers graph. Students use the plot as a summary display to detect patterns and to highlight the important features of the data for purposes of comparison. (PK)