The challenges of implementing learner-centred pedagogies have been well documented, noting that many reform efforts fail to consider important contextual factors. With attention to the disparity between policy and practice, this study investigated the conditions under which teachers can enact learner-centred pedagogy in the Maldives using…

Presents an investigation using data collected by students to explore timelines and pie charts. The activity begins with having students keep a chronological record of their activities for one 24-hour period to create and analyze pie charts that show how they have spent their time. Activity sheet also included. (ASK)

A graphing activity which allows students to work independently of the teacher and the textbook is described. The activity involves providing data in order to develop the skills necessary for interpreting the collected information. (JT)

Reasons for having students make graphs are noted. Then specific graphing topics and materials appropriate for young learners are presented, including life-sized, floor, clothespin, felt-face, block, and magnetic graphs, and polls of pupils. (MNS)

Graphs are used to help students keep records of their scores as they learn the basic facts. (MNS)

This activity unit provides an example of how the construction and interpretation of graphs can be incorporated into elementary classroom activities. (MP)

Outlined is the preparation and use of graph paper for activities in counting' approximation, making bar graphs, and decimals. (MP)

Activities described for using zucchini to teach measurement include: guessing, graphing, and measuring length and weight; comparing sizes and shapes; and puzzles. (MP)

Graphing is an integrative skill because you can use it whether you are teaching measurement or geometry or number theory or most any other topic. It is also important as a mode of communication which can simplify a large amount of information. Here are five steps for effective presentation of graphing to young students. (Author/RK)

Considering a fraction as directions for graphing a line through the origin of the x-y plane is suggested. Strengths and weaknesses of the idea are also discussed. (MNS)

Experiences in collecting and handling data are described. Activities dealing with measures of central tendency (including a computer program), measures of dispersion, an introduction to correlation, and use of graphs to display data are illustrated. (MNS)

Grid paper activities are discussed as a way to help students conceptualize fractions. (MP)

Activities are suggested for setting up a mathematics center for a week or more at a time. The activities relate to weight, counting, puzzles, length, graphing, and ordering. (MP)

Describes data exploration and graphing based on data in the story "Ten for Dinner" by Jo Ellen Bogart. (MKR)

Suggests using the holes in the tear-strip edges of continuous-feed computer paper to convey the magnitude of one million. (MKR)