This paper presents learning tasks of a new type that are made possible by dynamic geometry software and discusses reasons why it takes time for teachers to design and use such tasks. The paper is divided into four sections: (1) The Spatial and the Theoretical; (2) Tasks in Dynamic Geometry Software Fostering the Learning of Geometry; (3) The…

In professional development, attention to both collaboration and critical thinking in the various interactive socialization processes of teaching practices should be essential strategic elements in a formative environment. This study presents contributions from the teleinteractive dynamic established in a virtual environment for the critical…

A case study is presented on what is learned by a very advanced Math student in a ninth grade class (fifteen years old, approximately). This case was obtained from an exploratory study carried out in a classroom of eighteen students when the employment of certain cultural artifacts was introduced to approach the theme of basic geometrical…

The research described in this paper was undertaken to determine student-teachers' understanding of infinity in a geometrical context. The methods of analysis of students' responses is presented and these were found to be universally applicable. The findings show that school mathematics does not generally develop the students' ideas of infinity…

The "call for change" issued by the Board of Governors of the Mathematical Association of America (MAA) in "A Call For Change: Recommendations for the Mathematical Preparation of Teachers of Mathematics, 1991" may appear at first glance to concern only the mathematical preparation of teachers. However, two ingredients combine…

This book is a collection of teaching strategies and activities for teachers of secondary mathematics. This volume is the product of a workshop that focused on student understanding of directed numbers. Suggested teaching methods include introducing the number concept, using a number line, number strips, monograms, bottle top addition and…

This book introduces journal-writing prompts in mathematics for geometry. Content prompts, attitudinal or affective prompts, and process prompts are presented. Each of the content prompts relates or connects topics within and outside of mathematics, targeting important or meaningful concepts and skills. The content prompts also provide situations…

This CD-ROM contains the lectures, abstracts, workshops, and posters of all participants in the Third International Conference on Technology in Mathematics Teaching (ICTMT 3). Various topics on teaching mathematics with technology are reviewed and some software and demos are also included. Main talks focus on such topics as graphing calculators,…

The National Committee on Mathematical Requirements was organized in the late summer of 1916 under the auspices of the Mathematical Association of America for the purpose of giving national expression to the movement for reform in the teaching of mathematics, which had gained considerable headway in various parts of the country, but which lacked…

The material provides secondary students with opportunities to count deductively, collect data, look for patterns, check and modify patterns after obtaining further data, establish patterns, and check validity. Worksheet masters suitable for classroom duplication are included. Students should have certain prior experience with models of regular…

The need for development of a curriculum that provides vertical links between earlier and later work and horizontal links with other topics in mathematics and other subjects is promoted. Much of the material describes explorations of circles and cones suitable for many levels. (MP)

A developmental sequence of stages in the representation of regular space figures, first obtained in Jamaica, was cross-validated on a U.S. sample. Discussion centers on the relation between representational ability and perceptual development and on the variation in the difficulty of drawing different figures. (Author/MK)

Determines effectiveness of the active game medium compared with a conventional method of teaching mathematical concepts to second grade children. Two separate groups were taught 15 lessons by each method and were given pre, post, and interval tests. Results indicate no significant difference between the two teaching methods. (DS)

Presents an activity in which students were required to develop their own house plans, including finding the perimeter of the lot and house and calculating the total area of the house. (ASK)

Shows that the experiment of the ancient Greek mathematician and geographer, Eratosthenes, can be replicated and used to teach geographic concepts. Eratosthenes calculated the most accurate ancient measurement of earth based on fundamental mathematics concepts and earth-sun relations. Includes instructions, illustrations, graphs, and historical…