Reports that students frequently confuse meanings of terms and misunderstand function-related concepts. Also, providing mental images of functions is often limited to elementary algebra examples. This article describes a game which can help create conceptual links between the function properties and their various representations. (PK)

Describes an exhibition of "mathematically rich" cloths. The themes chosen to be included were symmetry, number, creativity, information handling, and problem solving. The project was an outgrowth of work to take ordinary daily situations and analyze them mathematically. (PK)

The aim of this article is to provide a conceptual picture of a "Mathematics and Society" curriculum. Examples of such curricula are described, along with discussion of ethnomathematics and self-generated mathematics, the social institution of mathematics, critical thinking and conscientization, and policy issues. (MNS)

Presents results of an investigation of a formula for rank correlation. The exploration turned up an unexpected connection and showed the formula to be far from arbitrary. (PK)

The author suggests that, through using the outlined question model and suggested classroom activities, elementary students will improve their abilities to analyze routine, one-step word problems and make a plan for the solution. It is further argued that the same algorithm can be applied to multistep problems by using specified questions. (PK)

Some research indicates that students often think that their drawings of three dimensional objects can be done without ambiguity, and that properties of drawings are properties of the objects. This "knowing vs. seeing" conflict was studied in three French sixth grade classes. (PK)

This article gives a brief account of secondary school mathematics curriculum development in China. Some experimental teaching materials and teaching methods are introduced. One of the most influential projects is described in detail. (Author/PK)

Discusses cooperative groups in mathematics classes. Suggests problems appropriate for cooperative groups, gives examples and guidelines for cooperative group members. (PK)

Describes a study designed to investigate the relationship between students' learning of the standard double-digit addition algorithm and basic fact mastery or numeration concepts. Results suggest basic fact mastery and knowledge of numeration concepts may not be as necessary as previously assumed to learning multidigit addition. (PK)

During the first 12 weeks of an applied calculus course, two classes of college students studied calculus concepts using graphical and symbol-manipulation computer programs to perform routine manipulations. Three weeks were spent on skill development. Students showed better understanding of concepts and performed almost as well on routine skills.…

Data are presented for problem-solving content of selected elementary school mathematics textbooks and problem-solving achievement for students in Iowa for grades 4-6 for selected years between 1955 and 1985. Relationships between textbook content and student achievement are considered. (RH)

Suggests that problem-solving extensions are appropriate experiences for differentiating learning experiences for students with high abilities. The extensions fall into four major categories: pattern and generalization, new concepts and vocabulary, creativity, and making value judgments. (PK)

Three geometry games are presented. For each game, the game itself and the instructional objectives are discussed. (PK)

Summarizes recent research relevant to the differential achievement of females and racial minorities in mathematics. Suggests ways for teachers to deal with the issue of equity. (PK)

Argues that geometry games are potentially effective instructional activities for all grade levels--even high school. Three games and some suggestions for varying the games are presented. (PK)