In 1225 Fibonacci visited the court of the Holy Roman Emperor, Frederick II. Because Frederick was an important patron of learning, this visit was important to Fibonacci. During the audience, Frederick's court mathematician posed three problems to test Fibonacci. The third was to find the real solution to the equation: x[superscript 3] +…

The greatest benefit of including leap year in the calculation is not to increase precision, but to show students that a problem can be solved without such presumption. A birthday problem is analyzed showing that calculating a leap-year birthday probability is not a frivolous computation.

After reviewing several assumptions that support the future ubiquitousness of computers in society and in scholarly research, summarizes three interrelated frameworks for developing instructional computing. (GC)

Students should be encouraged to focus on a big mathematical idea and to look for connections between problems and solution strategies. This unified view suggests that the students are developing computational fluency with fractions.

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Presented are twenty essays related to applications in school mathematics and aimed at the classroom teacher. The essays use numerous examples and illustrations that provide the teacher with something tangible for immediate use. Four thematic areas are addressed: (1) What are applications?; (2) Why include applications in school mathematics?; (3)…

Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

We should not, in the name of "back to basics," regress to the old methodologies of memorization and drill. Computational skills must be thoroughly developed, but mathematics should also be taught in a way that will enhance thinking skills and problem solving in an enjoyable atmosphere. (Author/SJL)

An example of an unrealistic "real world" problem from the National Assessment of Educational Progress highlights a comparison of school and "folk" mathematics. The failures of typical problems taught in school and some suggested remedies are featured. (MP) Aspect of National Assessment (NAEP) dealt with in this document:…

Factors suggested as accounting for poor problem solving are inadequate programs for teaching problem solving, choice of operation, and the number of problems. (MP)

The need for communication between mathematics and physics teachers is discussed. Suggests that there is a problem among students of these subjects, in transferring their knowledge of mathematical terminology from mathematics to physics. (SA)

Discusses several recommendations for the mathematics curriculum, focusing on problem solving, understanding, several content topics, and topic integration and placement. Groups that influence the curriculum, and ways they can do so, are also discussed. (RH)

Presents a series of policy recommendations for mathematics education in the 1980s from the National Council of Teachers of Mathematics. The emphasis is on problem solving and computer literacy as part of the education of every student. (SA)

Suggests that the mathematics curriculum for young children can grow from children's literature. Examples given encourage children to use a variety of thinking skills including classifying, forming hypotheses, selecting strategies, and creating problems. (PK)

Issues in school mathematics programs are considered in this book. In the first section, mathematics education at the start of the decade is examined through two articles: a discussion of the status of mathematics programs and of prospects for the 80s, and an interpretation of the results of the second national mathematics assessment of the…