Student weaknesses on problem-solving portions of the NAEP mathematics assessment are discussed using Polya's heuristics as a framework. Recommendations for classroom instruction are discussed. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

The efforts of Mills College to prepare women for mathematics-oriented professional careers are detailed. The program's philosophy and methodology are viewed as useful tools in aiding both sexes in increasing mathematical competence and confidence, and are adaptable to many educational situations. (MP)

Space and shape, estimating and measuring, and number are viewed as the three strands of mathematics that come together as a child develops mathematically. Five cognitive/mathematical levels of development, labeled discrimination, order, application, operation, and estimation, are identified and discussed. (MP)

Sixty-two students in an elementary education program for mathematics training as elementary teachers responded to a questionnaire that exhibited incorrect uses of the concept "set." The study revealed that the majority surveyed could not detect incorrect uses of the concept. (SK)

Data from some geometric exercises administered during the 1977-78 mathematics assessment of the National Assessment of Educational Progress (NAEP) are analyzed, and suggestions for correcting student deficiencies are presented. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Advantages and disadvantages of a test item analysis method for producing item banks are discussed with respect to different teaching methods, curriculum, and the examination system. (MP)

Mnemonic devices to aid in the teaching of perimeter and circumference are suggested. (MK)

This article contains a sequence of topics from the mathematics of annuities presented in a way that can be used as a brief unit on business applications at the level of intermediate or college algebra. (Author/MK)

Part 2 considers the limit of a sequence and extends this to include ideas such as continuity, derivative, and integral. The discussion concludes with an example of a finite or "counted completely" set, the Fermat primes. (MK)

Data are described from research in Papua New Guinea concerned with the visual and spatial aspects of mathematics with the intent of drawing conclusions for the learning and teaching of mathematics in other cultures. (MP)

A number of activities are suggested that represent the proper usage of a computer within a content area; namely, a way to further the student's understanding of the concepts being taught. (MP)

A number of microcomputer system characteristics are discussed and recommendations made that will help the educator in selecting a system. (MP)

A description is given of an in-service course or workshop on the subject of the mathematics developed by the peoples of Africa and other cultures in the course of their daily lives. (MP)

A description is given of a metric education project for elementary schools beginning with in-service workshops and continuing through the development and implementation of classroom materials. (MP)

The differences between mass and weight are explained, such as units, characteristics, measuring devices, and applications. Units of mass and weight in the metric system are described. (MP)