Several topics concerning numeration systems that are appropriate for small group projects are suggested. (DT)

Activities are suggested which emphasize finding patterns in multiplication of fractions, decimals, and negative numbers, in division of fractions, and in conversions within the metric system. (DT)

This book is a teacher's resource guide designed to help students gain the range of math skills they need to succeed in life, work, and on standardized tests; overcome math anxiety; discover math as interesting and purposeful; and develop good number sense. Topics covered in this book include whole numbers and addition, subtraction,…

Based on a survey of 3067 Finnish 5th and 7th graders and a task-based interview of 20 7th graders we examine student's understanding of fraction. Two tasks frame a specific fraction (3/4) in different contexts: as part of an eight-piece bar (area context) and as a location on a number line. The results suggest that students' understanding of…

This report describes a program for improving students' mathematical thinking skills through improved use of mathematics vocabulary and numerical operations. The targeted population includes sixth grade general education mathematics students and ninth grade special education mathematics students. The students' inabilities to effectively solve…

This document represents volumes 1 and 2 of the proceedings of the 24th annual conference of the Mathematics Education Research Group of Australasia (MERGA) held at the University of Sydney, June 30-July 4, 2001. In volume 1, papers include: (1) "Connecting Mathematics Education Research to Practice" (Judith Sowder); (2) "Understanding, Assessing,…

The view of the researcher is that students in the upper elementary to middle school range need to increase their problem-solving skills by making logical deductions and organizing and structuring their thoughts through the use of word problems. Giving children a daily word problem challenged and introduced them to the lesson. This activity…

This study investigates the development of 5th grade children's understanding of quotient and the classroom norms and practices that constrain or enable that understanding. It reports not only how the children's understandings develop, but also why and under what conditions they develop. The results of this study indicate that children progressed…

This paper discusses the theories of conceptual change and how they explain the difficulties in mathematics learning, especially in enlarging the number concept. Two studies are presented, one of which examines the research questions: What is the role of prior knowledge in students' answers to questions about the density of rational and real…

The ability to use algebra in describing and analyzing real-world situations is becoming a basic skill for all students. The main focus of this book is on patterns, functions, and relationships. Information and ideas on how algebraic thinking can be developed in the years leading to a formal algebra course are included. K-8 teachers are offered a…

This book features a set of problems assembled to reflect the criteria of the mathematics portion of the North Carolina High School Comprehensive Test. The problems are not necessarily suited to timed situations but rather are intended for classroom use by teachers to review high school mathematics and build upon concepts and skills developed in…

This paper discusses the question, what kinds of learning and new knowledge about content and children's thinking can an innovative curriculum program motivate? Discussion is restricted to whole number operations and how changing knowledge, beliefs, and practice as both an individual and collective problem might be conceived. To the extent that…

This paper describes a workshop that aims to change adult students' attitudes toward early number work in order to give them a different perspective and help them make mathematics their own so that they will no longer be looking for the teacher's approval to tell them whether what they have done is correct. (ASK)

A strategy game is presented that teachers (1) logical reasoning; (2) how to formulate a clear verbal argument that explains your reasoning; (3) basic mathematical skills and (4) computational skills. The game is adaptable for many levels of instruction. (JP)