This article examines the role that replication research has played in the development and refinement of mathematics interventions for learners with extensive support needs. By highlighting 16 research studies, we seek to inform stakeholders of lessons learned and knowledge gained through replication. These studies show that when given…

The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six…

This special issue of the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) Proceedings looks at CMESG/GCEDM's collective history, reflects on where the group has been, and who the members have become as an organization. Through a selection of excerpts from past proceedings, the…

This submission contains the Proceedings of the 2011 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at Memorial University of Newfoundland in St. John's, Newfoundland. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning.…

These collected papers are a record of the proceedings of the 33rd Annual Conference of the Mathematics Education Research Group of Australasia entitled, "Shaping the Future of Mathematics Education." The conference is held in Fremantle, as was the previous conference a decade earlier. Keynote speakers are discussing issues that are emerging more…

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine…

The reform mathematics curricula present students with problems that cannot be solved using routine methods. Addresses questions about problem solving by considering one seventh-grade teacher's first-person description of an attempt to teach algebra problem solving. (Author/MLF)

Forty-eight mathematicians in industry, business, and government replied to a questionnaire on the relative merits of the traditional undergraduate curriculum, advanced topics in pure mathematics, computer programing, additional computer science, and specialized or applied topics. They favored programing and applied mathematics, along with a…

Notes that problem solving may become the focus of school mathematics to an extent never before experienced. It is felt much more systematic research is needed. Studies which focus on perception and cognitive processing ability are viewed to have potential for producing important results of wide applicability. (MP)

Compares the relative difficulty of four types of word problems. Other variables considered are grade level, sex, order of testing, and performance on a computational skills test. (MK)

This report investigates recent tenth-grade algebra achievement, after first suggesting there are good reasons for maintaining algebra in the syllabuses for grades nine and ten. Results indicate the students studied have mastered such algebraic skills as "collecting like terms" and "substitution in formulae." It is noted that…

A Word Problem Program was set up to teach elementary school students how to solve arithmetic word problems and to teach some problem solving skills applicable to nonword problems. All instruction is accomplished through a computer program. Goals of the program are described along with three basic instructional decisions and the reasons for them,…

Textbook analyses for 1924, 1944, and 1984, suggest that the mathematics program regressed in expectations for students. The number of word problems in fifth-grade books has decreased and the amount of drill problems increased. (MNS)

An evaluation of a problem-solving program was conducted with 46 fifth- and seventh-grade teachers. Classes using the program scored significantly higher than control classes on measures of ability to understand problems, plan solution strategies, and get correct results. Different growth patterns and attitude changes were also noted. (MNS)

A problem-solving program supplemented by calculators in one treatment group was conducted in 63 grade 7 classes with about 1350 students. Teachers were provided with problems correlated with textbooks, and instruction for teaching problem-solving strategies. School districts provided calculators and problem-solving materials. Pretest scores…