This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational cl"sters. The development of a sequential content structure was also based on…

This programed mathematics textbook is for student use in vocational education courses. It was developed as part of a programed series covering 21 mathematical competencies which were identified by university researchers through task analysis of several occupational clusters. The development of a sequential content structure was also based on…

This analysis involves enrollment data from Fall 1966 through Spring 1968. It compares two colleges and all California junior colleges in terms of age (defined as adults, minors, and baccalaureate degree holders or higher) and hours of attendance (12 or more hours as full-time, less than 12 hours as part-time) of students. Tables provide data as…

This "Scope and Sequence Chart" contains programed, semi-programed, self-directed, and immediate-response curricular materials. These materials have been categorized into the areas of language arts, mathematics, science, and social studies, and placed into grade level scales. (author/nl)

Uses a graphing calculator to demonstrate that dividing by a fraction is the same as multiplying by the reciprocal. Students graph a division problem and an equivalent problem, multiplying by the reciprocal. They find that the graphs are the same. (SKS)

This annual supplement discusses issues related to reference books and the publishing industry. Highlights include producing reference books for the library market; a bibliography of over 1000 titles organized by categories and indicating appropriate grade levels; a descriptive list of library distributors; a publisher's index; and a list of the…

Uses base-ten manipulative pieces to illustrate divisibility tests with single-digit divisors. (YDS)

Uses interviews with 72 pupils in grades 2-6 to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally and formally experienced. Concludes that formal division, understood as related to everyday situations, only depends in interplay with informal knowledge.…

Describes a lesson on long division using chip trading which follows that algorithm for long division. (MKR)

Explores secondary school students' conceptions of division by zero. A substantial number of the participating secondary school students argued that division by zero results in a number, and concrete arguments were generally regarded as valid for justifying the impossibility of division by zero. (Contains 30 references.) (Author/ASK)