In this paper, the hypothesis that Developmental Dyscalculia (DD) is a characteristic of Down syndrome (DS) is proposed. Implications for the hypothesis are addressed: If it were to be confirmed that DS implies DD, what would be the consequences for the mathematics education of learners with DS? The use of prosthetic devices to overcome the…

"The Language of Mathematics in Science" is an ASE/Nuffield project aimed at supporting teachers of 11-16 science in the use of mathematical ideas in the science curriculum. Two publications have been produced. This article focuses on the first of these, "The Language of Mathematics in Science: A Guide for Teachers of 11-16…

Teaching with technology is considered a necessity in the U.S. mathematics classroom. However, few studies have established explicit considerations to support technology-enhanced student achievement. The purpose of this study was to characterize the effectiveness of technology in the mathematics classroom by systematically reviewing meta-analytic…

This article summarizes research conducted on calculator block items from the 2007 fourth- and eighth-grade National Assessment of Educational Progress Main Mathematics. Calculator items from the assessment were categorized into two categories: problem-solving items and noncomputational mathematics concept items. A calculator has the potential to…

The long-running debate over whether students should be allowed to wield calculators during mathematics exams may soon seem quaint. The latest dilemma facing professors is whether to let students turn to a Web site called WolframAlpha, which not only solves complex math problems, but also can spell out the steps leading to those solutions. In…

This project explored a newly developed computer-based voice input, speech output (VISO) calculator. Three high school students with visual impairments educated at a state school for the blind and visually impaired participated in the study. The time they took to complete assessments and the average number of attempts per problem were recorded…

This research examines how e-assessment and e-resources were used to assess and support the mathematics of Technology and Design students undertaking a B.Ed. (post-primary) teacher education course. The students participated in two similar tests in order to ascertain if their mathematical difficulties were in the underlying concepts of the…

MATLAB is a powerful package for numerical computation. MATLAB contains a rich pool of mathematical functions and provides flexible plotting functions for illustrating mathematical solutions. The course of calculus-based business mathematics consists of two major topics: 1) derivative and its applications in business; and 2) integration and its…

Covers a project conducted by the Freudenthal Institute in which observation of student behavior supported the premise that the graphics calculator can stimulate the use of realistic contexts, the exploratory approach to mathematics, a more integrated view of mathematics, and more flexible behavior in problem solving. (AIM)

This paper focuses on using technology to support mathematics instruction. Technologies such as computers and calculators are widely used in the teaching of mathematics. The educators advocate the use of these tools to reduce tiresome computations and tasks so that class time can be more effectively used for learning mathematics. The purpose of…

The difference between estimation (the mental skill of making an educated guess) and approximation (finding a result precise enough for a specific purpose) is discussed. (MNS)

Fourteen topics are discussed that need to be included in the curriculum to make it possible for students to successfully take full advantage of the calculator and its capabilities. These include: underflow, overflow, estimation, scientific notation, powers of ten, rounding, and truncation. (MP)

Five activities are presented in this student workbook on using the electronic calculator. Following the directions for using the machine, problems are given on multiplying and dividing, finding percentages, calculating the area of assorted polygons, changing fractions to decimals, and finding squares and square roots. (JH)

Students in three mathematics classes were assessed on two aptitudes, field independence and general reasoning, and randomly assigned to either an expository or a discovery treatment. The expository treatment used a deductive sequence of instruction and provided maximal guidance for the students. The discovery group used an inductive sequence with…