Discusses the benefits and possible side effects of learning mathematics through routine exercises. Suggests some teaching strategies including different exercises, different symbols, making examples, and counterexamples. (YP)

This article discusses the problem of the high percentage of low grades in first-year algebra. Suggestions for structured class periods, homework, after-school sessions, and testing are provided. (YP)

This article introduces this series by discussing "Curriculum and Evaluation Standards for School Mathematics" as a catalyst for change at the local school level, describing some of the major themes underlying the standards, and providing tips for teachers. (YP)

This article provides four mathematical activities for grades 6-8 with situations involving proportional and nonproportional reasoning. For each problem, students construct a table based on the particular situation, generalize a rule to describe those data, and then plot the data on coordinate axes. (YP)

Described is a mathematics and science unit on metric measuring for third-, fourth-, and fifth-grade students. The objective of the unit is to expose students to new situations so that they can transfer learning from the classroom to real-life experiences. Eight activities are described with figures. (YP)

Discussed is the important role that counting skills play as prerequisites to other mathematics skills. Suggests ways in which counting skills can be taught to young children experiencing learning difficulties. The skills are classified as rote counting, point counting, rational counting, counting on, and skip counting. (YP)

Outlines a possible framework for allowing teachers to explore how children learn mathematics. A mathematical modelling process and three domains, including content, process and pragmatic domain, are described. Twelve strategies for encouraging children to translate between the domains are suggested. (YP)

Discusses the effects of sexism in education and the means by which educators can reduce it. Indicates that developmental educators are in a unique position to counteract sexism. Contains suggestions for overcoming sexism in five areas of developmental education (math, reading, writing, counseling, and administration) and in the classroom. (35…

Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

Overall, college graduates' earnings increased compared to high school graduates' in the 1980s. For men, skills acquired before college had not effect on the increase; for women, returns to math ability rose considerably. For men, the trend away from such subjects as education and toward engineering accounted for one-fourth of the rise in relative…

Stimulus control technology was used to instruct seven students in grades five and six who demonstrated difficulty with fraction ratio and decimal relations. Students were trained to match pictorial representations of fractions to printed counterpart fraction ratios and to match printed decimals to pictorial representations of counterpart…

Presented is an activity where students determine the multiplication tables of groups of small order. How this can be used to help develop an understanding of the concept of group isomorphism is explained. (KR)

Describes three approaches teachers can use to help students understand the computation of numbers: calculator explorations, problem solving, and discussion topics. Specific examples are provided for primary and upper grades. (MDM)

Discusses selected children's literature dealing with geometry and measurement concepts. Suggests activities for grades three through six to be used as part of a learning center or to be completed in cooperative learning groups. (MG)

Compared effects of token reinforcement, cognitive behavior modification, and direct instruction on learning-disabled elementary school students' mathematics skills. Treatment was provided to 94 students for 4 weeks in daily 1-hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores…