Computer-assisted learning in numeracy for adults is far less developed than computer-assisted learning in literacy. Although a great many software programs exist, few are suitable for adults and many offer only drill and practice exercises instead of teaching genuine computer skills. One approach instructors can take is to have their students use…

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level One experiences. Pupils are to…

Mathematics and the use of mathematical thinking is much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Two experiences. Pupils are to complete these…

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Three experiences. Pupils are to…

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Four experiences. Pupils are to…

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Five experiences. Pupils are to…

Mathematics and the use of mathematical thinking should be more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Six experiences. Pupils are to complete…

This book was written to help teachers to plan and implement an effective addition-subtraction basic fact program. When it is determined that children have gained an adequate concept for an operation, the next long-range goal is fact memorization. Children need to respond quickly and correctly to number facts and retain this learning over time. To…

The first document in this set is a final report titled "Preparation for the Mathematics GED Test: A Computer Based Program," which describes a project to develop a General Educational Development (GED) mathematics preparation program for the adult learner at the 9-12 grade level. The other two documents are a teacher's guide and a…

In September of 1989, a working conference was held to launch a decade-long effort to provide leadership in implementing the school reform movement. This report contains the position statements and the Association of State Supervisors of Mathematics (ASSM) national action agenda for the following five spheres of influence: (1) "An Environment…

This report presents 23 papers prepared for the second Anglo-Soviet Seminar on Mathematics Education, held in Moscow in September 1982. Notes on the points highlighted in the subsequent discussion are also included. Papers are grouped into 10 sections on aspects of mathematics education: problems of methodics in introducing universal secondary…

A graph is an example of a symbol system which encodes information through the juxtaposition of marks in a two dimensional plane; decoding the meaning of a graph uses specific attributes of the human visual system. This study was undertaken to identify some variables critical to graph interpretation as a first step in designing better curriculum…

The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 4 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This second part of the manual for Level 4 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…

The major goal of the Comprehensive Instructional Management System for mathematics is to provide the classroom teacher in New York City with a well-structured, objective-based curriculum. This first part of the manual for Level 3 includes modules for 14 topics: (1) numbers and numeration; (2) addition of whole numbers; (3) subtraction of whole…