Presents longitudinal analyses of the mathematical achievement and beliefs of three groups of elementary pupils. The groups were designated according to those students who had received two years of problem-centered mathematics instruction, those who had received one year, and those who had received textbook instruction. Results indicate that the…

Offers suggestions for real-world projects in the statistics classroom for business students. (KHR)

Examines how teachers and learners in eastern and southern Africa code switch between English and their first languages in science and mathematics lessons. Uses empirical classroom data to show that code switching is a valuable linguistic resource in education. (Author/VWL)

This article describes teaching mathematics to students with disabilities using "My Math," a three-component software program consisting of "shells" into which students or teachers insert content. The three components include computation problems, arithmetic word problems, and arithmetic story problems. The content of the program is discussed,…

A tiered objectives model is recommended that teachers can use in mixed-ability classrooms to raise students' mathematics achievement. Guidelines for developing tiered activities include: identify objectives, create a set of activities for teaching each objective, identify the next level of increasing complexity, and group students according to…

An award-winning educator discusses experiences that taught her to be sensitive to student experiences and encourage them to think. She explains why she doesn't like grades, how the ethics of care is thoroughly relational, and that it is important for kids to be attached to their geographic place yet develop skills that enable them to communicate…

Describes the Higher Order Thinking Skills (HOTS) computer program developed at the University of Arizona. Explains that HOTS attempts to build thinking skills, encourage self-confidence, and improve standardized test scores, especially in reading and mathematics, among at-risk students in grades four through seven. (SG)

Argues that the vast majority of adults have no use for the specialized mathematics taught in high schools and required by colleges--algebra, geometry, or calculus. Suggests that colleges should accept applicants who have studied percents, formulas, logic, computer commands, and basic statistics. (TE)

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)