The purpose of this paper is to report on the progress of work done by the Consortium for Policy Research in Education on developing valid yet efficient measures of instructional content and its relationship to assessment and standards. The goal is to help develop new methodologies to assess the relationships between what is taught and what is…

The key to the improvement of any courses in the school curriculum is obviously the teacher. In this connection, as regards the high school mathematics curriculum, certain questions arise: Do the teachers need inservice education for the new improved courses? What inservice education programs are now in progress? How are school administrators…

Japanese methods of teaching subtraction to first graders, which emphasize the involvement of the children in developing and solving problems, are discussed. The conventional vertical format for solving problems was not introduced immediately. Some results encountered by American teachers using these methods are also discussed. (IS)

New goals for mathematics education, including the need to teach mathematical processes, applications, and literacy to a broader array of students, are explored. Implications for teachers and curriculum developers are discussed, and the need for applying mathematical problem solving to social needs is pointed out. (PP)

Explores changes in teacher knowledge through curriculum reform in the middle grades. Summarizes middle school reforms across the core subject areas, how some of the recently developed mathematics curricula have been used to improve student learning and enhance teachers' content knowledge, and analyzes responses from teacher interviews on one such…

Geometric axioms are discussed in terms of philosophy, history, refinements, and basic concepts. The triumphs and limitations of the formalism theory are included. Described is the status of high school geometry internationally. (KR)

Discussed is the study of mathematics as a cultural product. The Perimeter-and-Area Project and the Graph-Theory Project are described as well as the affective outcomes of both projects. The importance of broadening the mathematics curriculum multiculturally is discussed. (KR)

The "Curriculum and Evaluation Standards for School Mathematics" furnishes many examples of how skills and concepts are built at the preceding levels, such as K-4, 5-8, or 9-12. This article illustrates the development of concepts and skills related to functions. Examples with diagrams are provided. (YP)

Identifies some mathematics and science skills required for successful performance in entry-level positions filled by high school graduates and determines if a group of high school graduates in the work force have those skills by using a needs assessment technique. (YP)

Describes methods for teaching mechanics. Concepts included are force, inertial frames, and rotation. Emphasizes how to feel or observe them. (YP)

Data from the Second International Mathematics Study indicated that the retention rates of countries accounted for some achievement differences. However, achievement differences for the more able students across countries were not related to the rate at which countries retained students. Instead, variables such as opportunity to learn were needed.…

Described is a four-month social studies unit allowing for the integration of mathematics and language arts in grade one. The unit focuses on the concept of shelter; mathematics emerges as the key investigative tool used to facilitate and broaden the children's view of where they and their classmates live. (MNS)

Argues that mathematics education at the preschool and primary level should emphasize child-centered, hands-on, discovery learning, rather than paper-and-pencil tasks that may be too abstract for young children. Suggests that this holistic approach to mathematics fosters concept development and higher order thinking skills on a broad level. (MDM)

Presents ideas for creating mathematical classroom activities associated with the history of mathematics: calculating sums and products the way ancient Greeks did it, using an abacus or moving stones on a sanded floor, and engaging elementary students through role playing specific mathematicians. Suggests that through such techniques, mathematics…

Compares and contrasts the approaches to mathematics in Montessori schools and traditional schools. Suggests that in a traditional curriculum, math is studied as a separate subject and isolated discipline, in an abstract format, with the entire group of children moving together through the prescribed curriculum. In contrast, the Montessori school…