Problems in mathematics education as a social activity are the major focus of this document. Paragraphs that describe major problems in mathematics education point out at least eleven major issues as seen from the author's perspective. (MP)

Ireland has two official languages--Gaeilge (Irish) and English. Similarly, primary- and second-level education can be mediated through the medium of Gaeilge or through the medium of English. This research is primarily focused on students (Gaeilgeoiri) in the transition from Gaeilge-medium mathematics education to English-medium mathematics…

School mathematics curriculum worldwide has failed to bridge the gap between school mathematics and out-of-school problem-solving activities. Presented is the need for a mathematics curriculum unifying the civil, academic, bureaucratic, and school social domains to prepare students as functional citizens. (MDH)

The effect of four variables (number of steps, superfluous information, verbal cue, and question) on problem solving performance was investigated. A total of 800 junior high students from five schools responded to four different types of questions. Three variables were found to be significant: questions, steps, and superfluous information. (DT)

Problem solving is presented as a resource for creating curriculum through reflections on intuition such as: exploring available intuitions, making explicit the intuitions used, and using intuition to generalize. (MP)

Clarifies how the relationship between macro and micro social contexts has been addressed in the Vygotskian and Neo-Piagetian approaches to learning. Discusses how these insights can be used to broaden the basis for studying interactions in mathematics classrooms and concludes with ideas for new developments in socio-cultural theory. (Contains 92…

The iconographic means of illustrating mathematical facts is discussed along with several examples of graphical solutions to descriptive mathematics problems proposed by pupils. (MN)

Examines classroom situations which allow for learning of rules of mathematical reasoning. Findings indicate that debate about mathematical rules can be generated amongst students ages 12 to 13 through the study of a mathematical problem. Argues that it is necessary for the teacher to conclude the debate. Contains 10 references. (JRH)

Contains an analysis of the activities of 12-year-old students solving problems of polygonal tilings and presents two categories of the thinking processes of these students: instantaneous thinking resulting in perceptions of simple structures and discursive thinking appearing in drawing activities and arguments of proofs. (13 references)…

Follows an earlier study of school students' abilities to draw inferences when comparing two data sets presented in graphical form. Results for individual student development add to the credibility of the cross-age observations as well as support the hierarchical framework suggested by the original study. Documents changes in levels of performance…

The mental activities involving functions were studied with 60 children aged 4-15. Search strategies used for solving a problem reveal different stages toward the discovery of the monotonic property, which correspond to stages of proportional reasoning found by Piaget. Dependence between stage and age is confirmed. (Author/MNS)

Approaches to developing a good mathematics textbook for the junior high student are discussed, with the pitfalls and difficulties reviewed. Examples from new Polish textbooks are presented to illustrate possible solutions. (MP)

Reports on a study that examined potential links between mental models constructed by students, the organizational quality of students' prior geometric knowledge, and the use of that knowledge during problem solving. Suggests that the quality of geometric knowledge that students develop could have a powerful effect on their mental models and…

This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)

This study, written in French, presents the hierarchy of strategies used by children in solving multiplication and division problems, as they acquire the linear function concept. It is based on analysis of the different classes of problems, of specific tasks, and of strategies actually used in solutions. (MP)