Engaging students in processes of mathematizing and active knowledge organization (instead of telling and rehearsing ready-made mathematics) is a key demand for high quality mathematics instruction. Although many mathematically rich context problems have been designed and published in textbooks, their impact on regular mathematics classrooms…

This article focuses on the experience of a bilateral educational aid project concerning a continuing professional development (CPD) programme for teachers with specific reference to Guinea-Bissau. The authors were keen to understand how teachers and school principals perceived the impact of this CPD programme on the quality of teaching and…

In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration,…

Rural school districts face unique challenges in procuring funds, recruiting staff, and obtaining high-quality technical assistance. This environment creates problems in identifying high-quality instructional materials and implementing best practices. A collaborative learning network can address these challenges by providing access to professional…

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to…

Describes the Recognizing and Recording Reform in Mathematics Education Project created to monitor the implementation of the NCTM Standards and monitor a broader program of research and development. Discusses key issues in mathematics reform and describes the methodology of the project. (Contains 10 references.) (MKR)

Since its inception in 1982, the California Mathematics Project (CMP) has sought to develop the mathematics skills and leadership capabilities of K-12 teachers through intensive summer institutes and a variety of academic year programs sponsored by regional CMP sites. This chapter focuses on ways in which one of the fifteen regional CMP sites, the…

The paper addresses provisions for a diagnostically based remedial component for children manifesting clear and specific learning disabilities in mathematics. A model, the interactive unit, upon which a sequential program that systematically minimizes learning disabilities on mathematics performance is introduced. It is explained that the…

Main elements of a discussion on mathematics education and parents at an Australian conference are presented. Suggestions on how parents can be involved, including descriptions of three programs, are included. (MNS)

This booklet opens with an overview and description of gifted education. Considered are historical perspectives, the case for gifted education, defining and identifying gifted students, the psychology of mathematical giftedness, forces in the lives of gifted children, organizational alternatives for gifted, and program operation. In chapter 2 are…

This program provides challenging mathematics for children with above average mathematical ability, with particular focus on the top third of 10 to 12 year olds. The material was composed on worksheets and categorized under Angles, Circles, Data and Coordinates, Directed Number, Fractions, Measures, Number and Symmetry. (MP)

How the Minneapolis Public Schools have addressed equity issues of increasing female and minority participation in mathematics is described. The Minneapolis experience has shown that considerable progress can be made as a result of awareness of inequities and a belief that they can be reduced. (MP)

At a suburban school near Atlanta, Georgia, three different types of tutors (adult, cross-age, and peer) helped resolve the problem of continued math failure among at-risk elementary students. Tutors filled in gaps and clarified critical misunderstandings when students were unsure of math processes. Using adult tutors as mentors motivated some…