The computation, concept, and application subtests of the Stanford Achievement Tests (SAT) were administered to a student sample during grades 3, 5, and 7. The efficiency of earlier scores and Otis Lennon Mental Ability Test scores in predicting seventh-grade SAT math scores was examined and found to be weak. (SJL)

Details of a course on mathematical modeling for graduate teachers of mathematics are presented. The rationale, objectives, course content, assessment methods are discussed along with several illustrative examples and difficulties encountered in finding appropriate problems. (MP)

Methods of instructing students in problem solving are suggested that get pupils to view mathematics as a tool. The author states students should look beyond the numerical answer to the other components and highlights areas of the mathematics curriculum that afford an opportunity to explore these many facets. (MP)

Four teaching ideas are discussed: a "giant" math problem designed to motivate students to use library sources, calculators, computers, and textbooks; a different way of finding fractional equivalents; a task-card project designed to encourage mathematics students to use libraries; and journal writing in a mathematics class. (MP)

A brief outline of instruction for one unit of informal geometry is covered. The problem solving unit described involves work with picture frames and includes many mathematical concepts. (MP)

Insight into children's ideas about selected equality sentences is provided through a series of interviews with six- and seven-year-old pupils. The evidence indicates that children consider equality as an operator rather than a relational symbol. (MP)

The author describes the areas in the kindergarten classroom--blocks, toys, cooking, games, job charts--which can be used in furthering a child's developing mathematical skills. (KC)

A collection of calculator activities designed for lower level mathematics students is presented. The calculator is viewed as a tool to provide unmotivated or unskilled pupils with the opportunity to explore mathematical ideas successfully. (MP)

Sixty-two students in an elementary education program for mathematics training as elementary teachers responded to a questionnaire that exhibited incorrect uses of the concept "set." The study revealed that the majority surveyed could not detect incorrect uses of the concept. (SK)

Several examples of games and enrichment activities designed to be used with calculators in an elementary school setting are presented. Some possible difficulties students may encounter while carrying out the activities are reviewed. (MP)

Record-breaking snowfalls are the starting point of a presentation that delves into many aspects of probability and interesting and unusual aspects of viewing independent, random phenomena. (MP)

Effects of Advance Organizer (AO) lessons presenting high-order math concepts relating to set building, matching and between sets, and counting objects within sets were evaluated for rural preschoolers in comparison to traditional instruction. A pre-test/post-test assessment indicated a significant sequential transfer effect from the AO lessons.…

Mastery learning techniques were improved through mathematics instruction based on a validated learning hierarchy, presenting tasks in a sequence consistent with the requirements of the hierarchy, and requiring learners to demonstrate achievement before being allowed to proceed. (Author/GDC)

This article suggests: ways to teach algebraic properties; a way to prove the Pythagorean Theorem using transformational geometry; a method of packaging and carrying AC-powered calculators; and a method for teaching standard formulas. (MK)

Women tend to subscribe to a belief that they are less inclined than males to handle numbers, logic, or problem-solving tasks. Upward mobility in occupations is seen to be dependent on math. A list of math anxiety, math avoidance, and math reentry programs given around the country is provided. (MLW)