Uses SimCalc MathWorlds, which is downloaded from the World Wide Web, to engage students in algebraic problem-solving activities. Uses software to animate characters by creating graphs of position and velocity. (YDS)

Data from the High School and Beyond study were used to investigate the comprehensiveness of programs in mathematics, science, and foreign language in large and small high schools. Large schools offered more comprehensive programs than did smaller schools, but there was substantial variation in comprehensiveness at any school size. (SLD)

Answers several questions asked by teachers about the implementation of the "Curriculum and Evaluation Standards for School Mathematics," including teacher role; textbook change; starting procedures; finding support groups; dealing with feelings; classroom change; and curriculum change. Six references are listed. (YP)

Describes experiences of developing the "Curriculum and Evaluation Standards for School Mathematics" from the perspectives of three past presidents of the National Council of Teachers of Mathematics. Includes their expectations related to the implementation of the standards. (YP)

Emphasizes the importance of problem-solving attitudes when the problem solver is waiting for a breakthrough. Discusses the classroom use of five components of "mathematical disposition" from the chapter on "Evaluation" in the "Curriculum and Evaluation Standards for School Mathematics." Nine references are listed.…

Describes students' misconceptions related to surface area and volume of solid body. Recommends changes in the National Curriculum for Mathematics to make an easy transfer from elementary to secondary school. Provides a table showing diverse levels of the content. (YP)

Identifies and discusses the overlap between mathematics and physics at different educational levels. Presents some examples of the overlap and some suggestions for teachers. (YP)

Discusses using the computer to promote versatile learning of higher order concepts in algebra and calculus. Generic organizers, generic difficulties, and differences between mathematical and cognitive approaches are considered. (YP)

Describes two instructional activities to develop spatial imagery and the pupil's responses to these activities. Discusses how the classroom atmosphere contributed to the success of the activities. (YP)

Discusses the problems American students have learning math. Describes the new learning in mathematics that synthesizes new content and methods that restructure the curriculum in a way that resolves design and quality control problems. Presents examples of effective programs. (JS)

Discusses the use of small groups for instruction. Topics include the composition of groups, the role of the teacher, choice of topics, and evaluation of students. (PCB)

Introduces "The Bouncing Ball Project" made for teaching mathematics through practical mechanics. Describes four activities in the project: what is bounciness; drop height and rebound height; timing the bounces; and extension activities. Provides many worksheets, graphs, and a list of five other projects. (YP)

Shows that graphs can reveal much about feedback systems that formula conceal, especially as microcomputers can provide complex graphs presented as animations and allow students to interact easily with them. Describes feedback systems, evolution of the system, and phase diagram. (YP)

Describes the PrIME working group experience. Provides three problems on combination and typical answers from primary school students. Discusses some findings. (YP)

Outlines the "Project Hands-on Math" developed in Georgia. Describes the five objectives, developmental phases, implementation, and evaluation of the project. Lists concrete manipulative materials used in this project. (YP)