Presents a mechanical model that is able to duplicate the torque-free twist of a real cat. Discusses results of experiments that analyze its free fall from an inverted position. (JRH)

Describes the use of an exploratory computerized approach to introduce first-year physics students to the ramifications of Newton's third law of motion. (JRH)

Conducted a study to test the hypothesis that students who take a high school physics course do better in university physics courses than those who do not take a high school physics course. Results support this hypothesis but also indicate no correlation between high school physics achievement and university physics achievement. (JRH)

Explores how teachers and parents who currently use worksheets might do so in more meaningful and creative ways, including children creating worksheets, storytelling, and role playing. (MKR)

Describes a school-wide project using popcorn to gain number sense by learning more about a million. Used the books "How Much Is a Million?" and "If You Made a Million" to introduce the project. (MKR)

Discusses and illustrates the difference between traditional and creative problem solving. (MKR)

This month's investigations deal with patterns and the importance of looking at data from more than a single perspective. The investigations focus upon ordering animals in some way. Includes reproducible student worksheets. (MKR)

Describes a case study of a first-grade class in fractions, presents preliminary findings suggesting that students in others grades can learn fractions in similar ways, and offers ideas for action research. (MKR)

Provides vignettes of self-directed discovery time in a preprimary classroom to see how to generate mathematically valuable experiences. (MKR)

Discusses Project MATH: Good Beginnings, a staff development project for teachers in grades K-3. The staff of the program models teaching strategies used in a problem-driven curriculum that encourages student engagement. (MKR)

Presents a methodology for analyzing verbal interaction in mathematical discussion which is both a product and an instrument of a research project in grades one through eight. Analyzes an example of discussion from a first-grade classroom about point of view. (Author/MKR)

Attempted to verify knowledge regarding decimal and rational numbers in children ages 10-14. Discusses how pupils can receive and assimilate extensions of the number system from natural numbers to decimals and fractions and later can integrate this extension into a single and coherent numerical structure. (Author/MKR)

Investigated the acquisition and maturation of the infinity concept in mathematics of students ages 13-15. Found the infinity concept is learned by students only when provided with appropriate guidance. (Author/MKR)

Surveys of urban K-12 mathematics and science teachers' attitudes towards distance learning in a science/society global issues course using two-way audio/two-way full motion technology found that the teachers felt strongly that this technology would be needed for any distance education course. (Author/MKR)

Characterizes algebra as a way of reasoning involving variables/functional relationships, generalization/modes of representation, and mathematical investigation/argument. Examines curricular goals; considers contributions of technology to reconceptualize algebra; and suggests directions for future development of tools and models, research agendas,…