This module is the first in a series of 12 learning modules designed to teach occupational mathematics. Designed for improving machine shop technology skills, this module begins with an introduction to the topic. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are…

This module is the 11th in a series of 12 learning modules designed to teach occupational mathematics. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are found at the end of the module. Specific topics covered include multiplication, powers, calculator use, and roots.…

This paper anlyzes the new elementary school mathematics curriculum materials being implemented in Taiwan. A list of objectives involving whole numbers is given for each semester in grades 1 through 5, with the time noted for each unit. Improved teaching methods, the use of the abacus and of technology, the roles of problem solving and estimation,…

Used as an integral part of the migrant student skills system operated by the Migrant Student Record Transfer System (MSRTS), the mini-math skills list contains a catalog of math skills typical of the K-3 grade range. The document presents an explanation of terminology used for the MSRTS mini-math outline: areas, topics, subtopics, skills, and…

This is part one of a two-part School Mathematics Study Group (SMSG) textbook. The text serves as a means to prepare teachers to teach the SMSG text "Mathematics for Junior High School." The six chapters found in part one are: (1) Sets, (2) Numeration, (3) Computation in Bases Other than Ten, (4) Mathematical Systems, (5) Introducing New…

This guide describes activities and materials which can be used in a mathematics laboratory approach for a basic mathematics program for grades 1-6. Forty-seven activities, concerning number and numeration, are described by their purpose, suggested grade levels, materials needed, and procedures. Concepts presented include: counting, number…

This guide describes activities and materials which can be used in a mathematics laboratory approach for a basic mathematics program for grades 1-6. Twenty-nine activities relate to operations with whole numbers and twenty-five activities pertain to operations with fractions. These activities are described in terms of purpose, suggested grade…

The Minnesota School Mathematics and Science Teaching (MINNEMAST) Project is characterized by its emphasis on the coordination of mathematics and science in the elementary school curriculum. Units are planned to provide children with activities in which they learn various concepts from both subject areas. Each subject is used to support and…

Describes seven estimation and counting activities appropriate for an early childhood classroom. Includes suggested methods for going beyond the prescribed activities. (PK)

Difficulties that entering college freshmen showed on a mathematics assessment test are discussed. More students can perform decimal computation than can order decimals. The concept of equivalent decimals should be taught more carefully at every level. (MNS)

Presented are activities which give practice in making estimates, gathering data, and checking the reasonableness of results. (TG)

Described is an activity where base-10 blocks are used to develop students' skills in reading, writing, and visualizing large numbers. An activity sheet that helps students with decimal points is included. (KR)

Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)

Analyzed students' reasoning with fractions. Found that skilled students applied strategies specifically tailored to restricted classes of fractions and produced reliable solutions with a minimum of computation effort. Results suggest that competent reasoning depends on a knowledge base that includes numerically specific and invented strategies,…

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)