Teachers assume that by the end of primary school, students should know the essentials regarding shape. For example, the NSW Mathematics K-6 syllabus states by year six students should be able manipulate, classify and draw two-dimensional shapes and describe side and angle properties. The reality is, that due to the pressure for students to…

In this paper, I review both mathematics education and CSCL literature and discuss how we can better take advantage of CSCL tools for developing mathematical proof skills. I introduce a model of proof in school mathematics that incorporates both empirical and deductive ways of knowing. I argue that two major forces have given rise to this…

This volume contains abstracts of 33 research papers presented at the 53rd Annual Meeting of the National Council of Teachers of Mathematics. Most papers concerned instructional strategies; fourteen were concerned with sequencing of instruction and/or hierarchical analysis of learning. Four papers dealt with strategies for reviewing and…

The project's objectives were to increase achievement in mathematics, alter behavior in mathematics classes, and alter attitudes toward small-group work through training in small-group dynamics. The subjects were 85 10th grade geometry students assigned to one of two class periods (morning or afternoon). Within each class period, the students were…

Provided is a rationale for geometric form drawing developed by Rudolf Steiner as a tool to develop motor coordination, perceptual skills, and cognition for mentally retarded and perceptually handicapped children. (Author/CL)

Argues for teaching different approaches to solving problems. Using a geometric example, alternative solutions are given which use synthetic geometry, transformation geometry, analytic geometry, complex numbers, trigonometry or vectors. (PK)

This paper presents some research findings regarding the changes in the mathematics produced by mathematics teachers in on-line distance courses. Predicated on the belief that knowledge is generated by collectives of humans-with-media, and that different technologies modify the nature of the knowledge generated, we have sought to understand how…

Discusses the uses of the computer and how it can enhance teaching productivity. (RK)

How geometry can play an important role in the teaching and learning of mathematics is discussed. The past roles of geometry in the Australian curriculum, possible approaches to teaching geometry, and the role of geometry today are each discussed, with some suggestions for teaching brighter students. (MNS)

The effects that locus of control has upon mathematics achievement were analyzed using inductive and deductive methods of instruction. The analysis revealed a significant interaction for the subtest of items testing lower-level understanding. (Author/PN)

An approach to teaching geometry is promoted that allows students to decide for themselves what they could prove from given information. Such an approach allows pupil involvement in the personal process of discovering mathematical ideas and formulating problems. It is noted these methods will not work for all. (MP)

Ways different subsets of a large set of geometric shapes can be applied to the development of concepts and skills appropriate for children from preschool through the primary grades are presented. It is suggested teachers consider their curriculum and textbook while selecting specific activities to use. (MP)

In a classroom investigation of the teaching of transformation geometry, an attempt was made to generate aptitude-treatment interactions by using various teaching methods among groups of students. (CJ)

Teacher's guide and master work sheet are provided to be used to explore geometric properties within a problem-solving activitiy. (MK)

The author describes the teaching of geometric topics, using a geoboard with different age groups. (MK)