Initial algebra is a critical stage in the teaching of algebra and occurs when students are transitioning from arithmetic to algebra. Irish mathematics education at post-primary level has undergone a period of major reform beginning in 2010, which encompassed a radical change in the methods for teaching algebra. Despite this reform evidence…

Curriculum materials are among the most pervasive and powerful influences on school mathematics. In many mathematics classes, student assignments, the questions the teacher asks, the ways students are grouped, the forms of assessment, and much more originate in curriculum materials. At the same time, teachers have considerable latitude in how they…

This fourth book in the Mathematics Recovery series equips teachers with detailed pedagogical knowledge and resources for teaching number to 7 to 11-year olds. Drawing on extensive programs of research, curriculum development, and teacher development, the book offers a coherent, up-to-date approach emphasizing computational fluency and the…

Critical thinking is an essential skill for learners and teachers alike. Therefore, it is essential that educators be given practical strategies for improving their critical thinking skills as well as methods to effectively provide critical thinking skills to their students. The "Handbook of Research on Critical Thinking and Teacher Education…

This paper reviews the presentation of problem solving and process aspects of mathematics in curriculum documents from Australia, UK, USA and Singapore. The place of problem solving in the documents is reviewed and contrasted, and illustrative problems from teachers' support materials are used to demonstrate how problem solving is now more often…

Describes a research methodology known as the teaching experiment and details an example of a teaching experiment aimed at the development of a process-oriented algebra curriculum. Addresses other possible variations of the teaching experiment, emphasizing the cooperation of teachers and researchers. (TW)

Points out that successful mathematical performance depends not only on declarative and procedural content knowledge, but also upon mathematical thinking skills such as problem-schema knowledge, decision-making skills, and metacognitive knowledge. Argues that the growing need for remediation should influence schools' traditional overemphasis on…

This article examines the effects of a secondary school mathematics curriculum. This curriculum has been developed by the Dutch National Institute for Curriculum Development (SLO). There are differences in how this curriculum is implemented in the classroom. There are striking differences in the learning results at pupil, class and school levels.…

This study assessed the effectiveness of the remedial/developmental mathematics program developed at Ramapo College of New Jersey. Data was gathered from a random sample of 604 students who participated in the program for at least part of the three-year period 1981-84 and for whom both pretest and posttest scores were available in at least one…

This document outlines a theory of learning and education for the teaching of mathematics. The theory is termed a cognitive taxonomy. The taxonomy, developed over a 15-year period, is based on the connection between mathematical material and pupils' reactions to it. The function of this connection is termed a process. The taxonomy is based on the…

This project was based on recent interview research which suggested that in choosing operations for story problems in mathematics many students are guided by computational considerations rather than meanings for the operations. This project aimed to refine the catalogue of strategies used by students and to design and test instructional materials…

Described is a project, "Mathematics at Work," being produced by the Australian Academy of Science to meet the needs of students staying in school to years 11 and 12 and requiring a "relevant" mathematics curriculum. Materials have been produced and are being used in a trial program. Additional materials are in preparation.…

This report is essentially a "map" of the available reports prepared to evaluate the Comprehensive School Mathematics Program (CSMP) over a nine-year period. These evaluations were conducted during the development and pilot testing of CSMP by an evaluation staff independent of the program developers and guided by an external evaluation…

This document is the second of three related volumes. They present the rationale, background, and framework for a comprehensive monitoring system being developed for the National Science Foundation. The system is being designed to gather information about the effects of national, state, and local policy actions designed to change the teaching and…

This article gives a brief account of secondary school mathematics curriculum development in China. Some experimental teaching materials and teaching methods are introduced. One of the most influential projects is described in detail. (Author/PK)