This investigation designed for grades three through six centers on the relationship between area and perimeter when solving a problem related to designing a garden. Goals include using area and perimeter in an authentic situation, generating hypotheses, and exploring congruence. (AIM)

Suggests that, for some classes of functions, an algebraic method is available that provides a nonstandard application of the discriminant conditions as well as an exact method of optimization for precalculus students. Examples are given, and students should compare these methods with others regarding generality, ease, and efficiency. (AIM)

A project is described where the ultimate goal is to teach students methods of problem solving through an industrial engineering environment. Students practice sharing responsibility, understanding group dynamics, using resources efficiently, meeting deadlines, using mathematics in oral and written form, and applying the appropriate mathematics.…

Describes and reflects on a research journey from a theoretical perspective which sought to understand what it means in practice to "become critical". Based on a South African curriculum that reflects upon aspects of conflict and dialogue in mathematics pedagogy. (MM)

Presents an overview of the 6-8 Standards and their rationale. Demonstrates the need for a cohesive mathematics curriculum. (YDS)

Described is an activity demonstrating how a scientific calculator can be used in a mathematics classroom to introduce new content while studying a conventional topic. Examples of reading and writing large numbers, and reading hidden results are provided. (YP)

Proposes a calculus curriculum combining formative knowledge, mathematical foundations, and instrumental knowledge in mathematics. Discusses each of these components, the organization of a core calculus course, and the use of problem solving in calculus instruction. (10 references) (MKR)

Describes a study examining the effects of a new, reform-driven secondary mathematics curriculum (the University of Chicago School Mathematics Project) on retaining students in the mathematics pipeline. In all three sites studied, the UCSMP curriculum led to slightly fewer math dropouts. Ability and school/socioeconomic effects may be more…

A collection of significant quotations related to mathematics education since the founding of NCTM in 1920 indicating policies and philosophies that foreshadowed the current Curriculum and Evaluation Standards and the Professional Teaching Standards. (MSD)

Discusses the questions of whether the mathematics that is taught is equitable, fair, and nondiscriminatory, and whether students are being disadvantaged with the current curriculum, methods of assessment, and the lack of understanding of students' backgrounds. (23 references) (MKR)

Integrating multicultural activities into mathematics instruction at all grade levels helps to foster appropriate and desirable attitudes about mathematics and its role in our culture. Multicultural investigations in mathematics reveal that many practices common to today's classrooms (such as reasonable guessing) served as the basis for solving…

Analyzes and refutes the arguments made by "back-to-basics" proponents against the use of calculators and for traditional instruction in the algorithms of pencil-and-paper arithmetic. Argues for the value of mental arithmetic in achieving all the aims and more of the traditional curriculum. (Author/ASK)

Makes a case for presenting humanistic mathematics and science to elementary school children. Introduces a theoretical yet practical framework for teaching these subjects in K-6 classrooms. Describes components of the humanistic curriculum: interactive/collaborative, holistic/relevant, interdisciplinary, and problem-based. (Contains 43…

Conducts an inquiry into teachers' (N=33) understanding of relevance as it refers to relating students' learning mathematics to their everyday experiences. Presents an excerpt of a discussion of a football log table set in an actual mathematics examination as an illustration of the nature of what occurred in the group interviews. (Contains 19…

Provides classroom examples of the pervasive influence of the history of mathematics in the school curriculum at all levels. (Contains 25 references.) (ASK)