This eighth grade mathematics guide is one of a series of guides, K-12, that were developed by teachers to help introduce environmental education into the total curriculum. The guides are supplementary in design, containing a series of episodes (minilessons) that reinforce the relationships between ecology and mathematics. It is the teacher's…

Presents an easy-to-use Applesoft BASIC program that graphs rational functions and any asymptotes that the functions might have. Discusses the nature of rational functions, graphing them manually, employing a computer to graph rational functions, and describes how the program works. (TW)

This eighteenth annual listing of mathematics education research contains research summaries, articles, and dissertations listed alphabetically by author within each category. For each reference, the grade or age level is indicated. An index is included at the end to help readers locate studies on specified topics. (PK)

Provides a brief description, rationale for selection, and recommendations for use of: "The Geometric Supposer"; "Graphing Equations"; "Electronic Spreadsheet"; "LOGO"; "muMATH"; "The King's Rule"; "Algebra Series"; and "Golf Classic." Lists contents, costs, and…

The conception of mathematics anxiety held by a teacher may have a great deal to do with the way in which mathematics is characterized in classroom teaching. The purpose of this study is to determine if fourth-grade students' mathematics anxiety can be decreased by a change in implementing new instructional strategies. The study employed a…

In an interview, Vinetta C. Jones, director of the Equity 2000 Program, discusses aspects of the initiative, which aims to promote the academic success of minority group students by encouraging minority achievement in high school algebra and geometry through the school districts. Topics discussed include program goals, characteristics and…

Described is a method for drawing periodic tile patterns using LOGO. Squares, triangles, hexagons, shape filling, and random tile laying are included. These activities incorporate problem solving, programing methods, and the geometry of angles and polygons. (KR)

Discusses dimensionality in Euclidean geometry. Presents methods to produce fractals using LOGO. Uses the idea of self-similarity. Included are program listings and suggested extension activities. (MVL)

Considers activities that use LOGO to slide, turn, and flip the "turtle." Uses non-LOGO tools such as cutouts, pattern blocks, and tangrams to enhance the motion work. Provides examples and programs with explanations. (MVL)

Described is a study in which seventh graders used LOGO in place of receiving geometry instruction. It was hypothesized that angle recognition estimation and construction would be higher for the LOGO group. Reports that a difference was found favoring the LOGO group. Provides a short history of the LOGO language. (MVL)

Study investigated how to characterize students' transformational geometry problem-solving strategies, how strategies characterized particular subjects, and how strategy usage related to performance. Videotapes indicated problem-solving responses could be classified consistently, some students preferred holistic processing, some items readily…

Presents an approach to geometry that integrates mathematics and language teaching. Suggests that mathematics is more than manipulation of numbers: it is a way of thinking about things. Argues that mathematics and language should be united especially to achieve the goal of promoting the development of analytical thinkers, as the ability to see…

Described are some classroom experiences teaching the concept of symmetry by having students create frieze patterns using the computer software "mosaic." Examples produced by 14-year-old students are presented, and student thinking in developing the friezes is discussed. (MDH)

Discusses conceptual difficulties in the field of geometrical optics and describes RAY, a microcomputer-based graphic interface that was designed to serve as a teaching aid and as a learning environment. The ability to combine theory and formal representations with real demonstrations and experiments is discussed. (Contains seven references.) (LRW)

Relationships among motivation, use of general and content-specific learning strategies, and achievement were examined for 283 high school geometry students early and late in the semester. Results suggest that teachers should emphasize domain-specific strategies when introducing a unit, and emphasize less domain-specific strategies later in the…