Presents an alternate perspective for utilizing the action/process/object framework when discussing student development of conceptions of function. Describes a property-oriented view of function based on visual aspects of functional growth. Less emphasis is placed on how the variables are changing and more emphasis is placed on the properties that…

Lists some ways that sequences were incorporated into mathematics lessons and explains a teacher's observations about the caliber of thinking and questioning that students develop as they learn appropriate ways to use numbers. Provides a number of questions that have been raised by students and the thinking prompted by a discussion of those…

Discusses turning the mathematics failure cycle of students with learning disabilities into a success cycle by using learning strategies and positive attributions. Identifies eight steps to success with learning strategies are as well as six steps to positive attribution in math. The attribution theory is also explained. (CR)

Describes a teaching method to explain excess burden, a key concept in the public economics field. Demonstrates that changing any relevant variable has the same effect on excess burden when viewed as an area of a triangle under a demand curve or as the value of a mathematical formula. (JEH)

Discusses communication or, the ability to record and convey information in an accurate manner, in science. Communicating scientific information requires a range of writing, drawing, and mathematical skills. Discusses various methods and presents some activities for communicating in science. (Author/NB)

Evidence about the intuitive foundations for learning fractions was found in a study of early developments in proportional reasoning involving 60 children ages 5 to 7 years. Participants were able to use part-whole relations to compare proportions by 7 years. Increasing reliance on part-whole reasoning was observed with age. (SLD)

Social and metacognitive contributors to gender differences in mathematics strategy use by first graders were studied with 58 children. Girls were more likely to use overt strategies, and boys were more likely to use retrieval (from memory) to solve addition and subtraction problems. (SLD)

Illustrates the qualitative nature of the differences between reform courses and traditional courses based on the types of student questions and comments generated in reform classes ranging from college algebra to multivariable calculus. (AIM)

Investigated the relationships between teacher feedback and students' self-talk and self-concepts in mathematics and reading. Data collected from students in six rural Australian elementary schools indicated that self-talk (positive and negative) mediated between subject-specific teacher feedback (ability, effort, and negative) and academic…

Examines labor-market value of the General Educational Development (GED) credential for females. Finds that among females who dropped out of high school with weak basic math skills, those with a GED have accumulated more work experience and have higher labor-market earning in their mid-20s than have observationally similar dropouts lacking the GED…

Discusses teaching methods related to timetabling and scheduling tasks. Analyzes a hierarchy of difficulties for the tasks. Reports success rates for each of the four difficulty types. (YP)

Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Describes examples of rational representation as a guide for translating terminology and information encountered in manuals for computers. Discusses four limitations of the representation. (YP)

Discusses the application of induction using a two-player game with sticks. Describes a winning strategy for the game with n sticks; number of moves to complete the game; and changing the rules of the game. (YP)