Examines several uses of the word cancel and suggests alternative terminology. In particular, arithmetic and algebraic examples are used to illustrate problems associated with the term cancel. (PK)

Describes a finger pattern method for teaching subtraction. It is suggested that the method has several advantages over the usual methods children adopt. (PK)

Defines and supports investigative mathematics for schools. Presents several results of an investigation of Fermat's Last Theorem. (PK)

The general combinatorial problem of counting the number of regions into which the interior of a circle is divided by a family of lines is considered. A general formula is developed and its use is illustrated in two situations. (PK)

This paper describes some experimental work with teachers in a number of Australian schools to provide criterion-referenced assessments of student achievement. Student performance is analyzed using assessment materials developed within each school. Teachers are provided with computer generated reports and assisted in monitoring progress. (LMO)

Textbook analyses for 1924, 1944, and 1984, suggest that the mathematics program regressed in expectations for students. The number of word problems in fifth-grade books has decreased and the amount of drill problems increased. (MNS)

Some concrete examples of the use of historical materials in developing certain topics from precalculus and calculus are presented. Ideas which can be introduced with a reformulated curriculum are discussed in five areas: algorithms, combinatorics, logarithms, trigonometry, and mathematical models. (MNS)

Provides results from a 1983 survey of secondary mathematics education in Wisconsin. Questions refer to graduation requirements, curriculum topics, nature of geometry classes, metric system, computers, and calculators. Items also collected data on district mathematics committees, policies, competency exams, computer access, and the nature of…

The use of a variety of models to develop number concepts is advocated. Four models are discussed, with illustrations: the cardinal number of a set, Cuisenaire rods, the number line, and the Papy Minicomputer. (MNS)

Some impressions derived through a two-week study visit to the Soviet Union are presented. Background information, kindergartens, curriculum, various types of schools, and mathematics teacher-training are each considered. Finally, mathematics problems from various grade levels are presented. (MNS)

Addresses some of the major issues discussed in the report of the National Commission on Excellence in Education. Discusses possible reasons for student avoidance of math and science courses. (EL)

The importance of teaching computational estimation is discussed, with note of its increased significance because of widespread use of calculators and the need to develop number sense. The reason for its failure to be taught is traced to the multiplicity of methods, and some detailed suggestions are therefore presented. (MNS)

A study of the attitudes of boys and girls in the sixth form to their learning experiences with mathematics is described. Explanation as to why relatively few girls choose to study mathematics at 'A' level was attempted. Quotations from interviewed students are included. (MNS)

Attitudes of 50 eighth-grade students are reported as gleaned from written instruments and comments made during individual interviews. The importance of mathematics, reasons why they liked or disliked mathematics, and their rating of topics are included. (MNS)

An evaluation of a problem-solving program was conducted with 46 fifth- and seventh-grade teachers. Classes using the program scored significantly higher than control classes on measures of ability to understand problems, plan solution strategies, and get correct results. Different growth patterns and attitude changes were also noted. (MNS)