Ratio and proportion are discussed by giving examples of a child's view of the concept. Instructional suggestions are given. (MK)

Topics discussed include: reasons for strategies; the use of a hierarchy of spaces from topological to Euclidean in teaching; structural strategies; pedagogical strategies; and mathematical strategies. (MP)

An instructional program is described involving six booklets on descriptive statistics and four computer programs on statistical tests. (MP)

Problem solving is presented as a resource for creating curriculum through reflections on intuition such as: exploring available intuitions, making explicit the intuitions used, and using intuition to generalize. (MP)

The geometry curriculum at the elementary school level is discussed. Details of five different units on geometry, each stressing space orientation, are given. (DT)

Six units of instruction, each including a variety of activities involving ratios, are presented. (DT)

A description is given of a geometry unit for preservice elementary teachers in which professionalized subject matter is coupled with field-based teaching experiences. Details of an inservice course in measurement also are given. (DT)

A game based on the group of permutations on four symbols is described. The game can be used in the study of many algebraic concepts. (SD)

Studied for three years were eight Swedish classes with pupils aged 10-12 using calculators whenever they could be of use, along with experimental textbooks. The experimental classes were as competent as control classes in mental arithmetic and calculations with simple algorithms, and had better understanding of numbers and problem solving. (MNS)

The teaching objectives and curriculum content of the secondary school mathematics program in China are discussed. Public examination papers and classroom teaching methods are described, with specific examples. (MNS)

Both industrialized and Third World countries see the need to "multi-culturalize" their mathematics curricula. Following a brief description of the drawing tradition of the Tchokwe people (Angola), some possible uses of their pictograms in the mathematics classroom are suggested. Examples given in this paper include the study of arithmetical…

Competence in dealing with mathematical model building requires mathematical knowledge, technological knowledge about how to develop a model, and reflective knowledge relevant for evaluation of the model building process. A general conceptual framework for identification of reflective knowledge is presented by a structural and a developmental…

The aim of this study was to gain a better understanding of the difficulties met by adults with lower levels of education on reading perspective drawings. Subjects were asked to describe verbally two perspective drawings of objects, then choose objects with defined spatial properties. Results indicated that success was an "all or nothing" matter.…

This paper is a case study of newspaper mathematics courses developed by SACHED TRUST and published as part of a broader newspaper project in South Africa between 1977 and 1980. Findings are presented, culminating in some recommendations for the future use of the newspaper for motivating adults to study mathematics. (Author/PK)

Some research indicates that students often think that their drawings of three dimensional objects can be done without ambiguity, and that properties of drawings are properties of the objects. This "knowing vs. seeing" conflict was studied in three French sixth grade classes. (PK)