The effects of a combined mathematics and mathematics methods course incorporating extensive use of manipulative materials on the mathematics achievement, attitudes toward mathematics, and desire, ability, and tendency to use manipulative materials in the elementary classroom were investigated. (SD)

Most questions in the mathematics classroom deal with memorization and learning, and have one correct answer. Suggestions for using three other types of questions identified by Glasser (SCHOOLS WITHOUT FAILURE) are provided. Activities discussed include tangrams, attribute blocks, pattern recognition, and games. (SD)

In this brief review, research on varying types of instructional materials is summarized. The evidence indicates that the textbook is the most widely used instructional material, and few teachers appear to use any other materials more than five times a year. Research findings on the value of the use of manipulative materials seems clear: they have…

The chapters in this book were written by teachers to share strategies they have found effective in the mathematics classroom. Most describe a teaching idea or activity in sufficient detail for other teachers in elementary, middle, and secondary schools to be able to use it. The chapters concern: manipulative materials, developing a mathematics…

The ideas and techniques involved in learning about fractions were investigated with students in grades 1-12, in the first 3 years of colleges, in community college mathematics courses, and in graduate school. Also included were some high school mathematics teachers, some mathematicians, and some retired persons. Part I provides the rationale and…

The use of a step-by-step procedure for sequencing materials from concrete objects to paper and pencil can provide kindergarten teachers with a defensible means for showing that children are progressing in their mathematical competencies even though they may not be doing paper-and-pencil activities. Developmental characteristics of young children…

Reported are data from the first individual interview conducted in 1978 as part of a 3-year study on addition and subtraction using verbal problem solving. The research program is attempting to relate pupil performance on selected arithmetic skills to pupil cognitive processes, instructional materials, and teachers' classroom behaviors. From three…

Reported are data from the second individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. From three schools in Wisconsin that used the Developing Mathematical Processes program, l50 first-grade children were individually administered six problem types (two solvable by addition and…

Data are reported from the third individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. From three schools in Wisconsin that used the Developing Mathematical Processes program, l50 first-grade children were individually administered six problem types (two solvable by addition and…

Data are reported from the fourth individual interview conducted in 1979 as part of a 3-year study on addition and subtraction using verbal problem solving. Ninety-nine second-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administered six problem types (two solvable by addition…

Data are reported from the fifth individual interview conducted in 1980 as part of a 3-year study on addition and subtraction using verbal problem solving. Ninety-six second-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administerd six problem types (two solvable by addition…

Data are reported from the first and second individual interviews conducted in 1980 in the second phase of a 3-year study on addition and subtraction using verbal problem solving. The second phase is concerned with children's performance on verbal addition and subtraction problems which contain two-digit numbers, half of which require regrouping…

Data are reported from the eighth individual interview conducted in 1981 with students participating in a 3-year study on addition and subtraction using verbal problem solving. Ninety-two third-grade children in two schools in Wisconsin that used the Developing Mathematical Processes program were individually administered l8 verbal problems that…

Through a mathematical analysis, Piaget's grouping concept can be formally interpreted as being a hybrid between the mathematical concepts of a group and a lattice. Some relevant pedagogical models are presented. Activities with Cuisenaire Rods, Dienes Blocks, and Papy's Minicomputer are shown to take place in groupings. (LS)

This newsletter, published eight times during the academic year, is intended for elementary teachers interested in open education. The newsletter includes descriptions of actual classroom projects, discussions of teaching techniques, and sources of curriculum and instructional materials. This issue contains a description of several sets of logic…