Examines changes in preservice elementary teachers' beliefs about teaching and learning mathematics and their ability to provide mathematics instruction that is based on children's thinking. Reports that, after participants were introduced to Cognitively Guided Instruction (CGI), significant changes in their beliefs and perceptions about…

The use of games in retraining skills with basic multiplication facts was studied in elementary grades. The games were effective in retraining skills. Pretesting had no effect. (MP)

The study investigated differences in skill achievement with multiplication basic facts when a modified game required determination of two basic facts each time a game piece was played, while the standard game required the determination of only one basic fact. The data indicated no differences between treatments. (MK)

Two studies are described which (a) determined whether the generality and inclusiveness of advance organizers (AOs) were the same as the mathematical generality or abstractness of concepts that might be used as AOs and (b) measured the effect of programmed recall of AOs in enhancing the learning of a mathematical concept. (DT)

This study sought to determine the relative influence that mathematicians and educators exert on prospective teachers' decisions about projected classroom decisions. A model was presented and tested with 61 preservice secondary school mathematics teachers. Both groups were found to exert a significant influence, but no differential effect between…

The frequency with which games must be used in order to help students maintain multiplication skills is the subject of this study. (MP)

This study investigated the ways students represented fractions on number lines and the effects of instruction on those representations. The instruction primarily concerned representing fractions and ordering fractions on number lines. (Author/PK)