After a unit on Euclidean geometry which stresses both the development of intuition and the use of deductive methods, non-Euclidean concepts are introduced by having students read and consider science fiction stories. (SD)

Referring to several examples, the author argues that more time should be spent developing statistical concepts such as randomness and independence before developing mathematical models for statistical computations. (SD)

Various sequences of characterization and exemplification of concepts, and use of examples versus nonexamples, are compared for their effectiveness in teaching inclusive and disjunctive concepts related to algebra and geometry. (SD)

Exercises integrating mathematical concepts and reading are explained.

After considering the mathematical system common to various types of measure, the author argues that instruction needs to reflect the common aspects of measure systems as well as the distinctive attributes of different systems. (SD)

Activities involving rolling dice and recording results in diverse ways introduce children to a variety of basic mathematical concepts. Several games and activities are described. (SD)

Presents the historical development of perceptions and applications of the exponential law, tracing it from its ancient origins until the year 1900. Shows that many concepts such as mean life and half life and their relationships to differential equations were known long before their application to nuclear radioactivity. (GA)

College students read passages describing quantitative relations among elements, and answered either 12 numeric (A=20C?) or 12 comparative (A .gt. C?) questions. When they received both types of questions, subjects performed better on the type they had received previously. Information stated as meaningful stories resulted in better performance…

A report of two investigations using different instruments and concerned with student understanding or lack of understanding of mathematical terms is presented. (MN)

The author cites observations of his own children that reflect their concept of fractions and analyzes their conduct in each case. (MN)

A few examples, relating specifically to fractions, of the many possible intriguing and substantial ideas to be found in remedial mathematics are given. (MN)

Two studies examine preschool children's knowledge of the effects of the physical processes of addition and subtraction on the relative amounts of two sets. Results indicate that most preschool children discover the nature of addition and subtraction outside of their formal education and rather than having to teach these ideas, teachers can use…

The rationale and description of a game situation used as an introduction to the system of coordinates and the development of proportional reasoning are given. Reactions and answers of second-; fourth-; and sixth-grade children are analyzed. (MN)

Considers what mathematics curriculum is best for all elementary students. Suggests folk mathematics instead of school mathematics, a mathematics that is relevant to student conceptual awareness. Outlines the processes that teachers should follow in fulfilling this objective. (RK)

Students were measured on eleven aptitudes from Guilford's structure-of-intellect cube, and randomly assigned to symbolic or figural instructional modes for a unit on functions. Achievement was measured and compared for students with different aptitudes. (SD)