Ginsburg (1977) observed that children typically develop surprisingly powerful informal (everyday) knowledge of mathematics and that mathematical learning difficulties often arise when formal instruction does not build on this existing knowledge. By using meaningful analogies teachers can help connect new formal instruction to students' existing…

Presents a refined form of a personal theory of learning that examines two distinct parts of the complex interaction between a learner's internal mental structures and his or her world of experience. (Author/MKR)

Argues that using reading strategies in mathematics classes can help students understand mathematical concepts. Discusses five principles for mathematics teachers to use in incorporating reading strategies in the classroom. (RS)

Discusses constructivist teaching, students' mathematical knowledge, activating prior knowledge, hypothetical learning trajectory, and reflection in teaching mathematics, all in reaction to Simon's model of constructivist pedagogy. (24 references) (MKR)

Many people feel mathematics education in the U.S. is in need of improvement. Fennema and Franke (1992) note that teachers' knowledge (or lack thereof) is often associated with poor instruction and thus, low student achievement on instruments which measure mathematical aptitude. For this reason, universities across the country have become…

Many elementary and junior high school students do not become proficient with common and decimal fractions because they have established few connections between the form they learn in the classroom and understandings they already have. (Author/GC)

Students with or without disabilities often experience difficulties with abstract math concepts. This paper is intended to help solve the mystery of math concepts through origami construction, a hands-on activity. Students are involved in constructing and deconstructing concepts by folding and unfolding a piece of paper which eventually leads to a…

Describes a course in which female preservice educators were encouraged to participate socially and teach elementary mathematics in such a way as to make it personally meaningful. The paper discusses Paulo Freire's views on student oppression and empowerment, noting how they relate to these students' experiences as recorded through observation and…