Discusses the use of case methods in a teacher development setting where participants included teachers implementing an innovative four-year secondary mathematics curriculum. Suggests that the cases had played a surprisingly powerful role in helping the teachers acknowledge their classroom concerns and begin to address these concerns. (Contains 40…

Three elements of the ecology of mathematics methods field experience were particularly important in promoting reflective thinking among preservice teachers: (1) an inquiry perspective; (2) the cohort group; and (3) school-university collaboration. Describes these three aspects of the ecology of the field experience and provides the perspectives…

Analyzes college geometry courses with regard to content, pedagogy, and assessment based on 30 syllabi and 108 questionnaire responses from randomly selected U.S. colleges and universities. Concludes that common characteristics are evident but wide diversity exists. Notes that a typical geometry course did not emerge from the data. (Contains 20…

Explores the connections that three preservice elementary teachers made between their experiences as learners of mathematics in masters-level university methods courses and their experiences as teachers of mathematics in the fieldwork classroom. Concludes that the goals of methods courses should include developing and nurturing particular habits…

Discusses a town called Chartres and its cathedral which features the figure of Pythagoras. Discusses the Pythagorean theorem and his mathematical contributions to music. (ASK)

Offers a few examples of the ease with which science, mathematics, and technology can converge. Illustrates some of the potential of Calculator-Based Laboratory (CBL) and Calculator-Based Ranger (CBR) to study mathematics. (ASK)

Uses colored cube combinations to investigate surface area, volume, and axes of symmetry. (ASK)

Discuss from several perspectives the need for mathematics teachers to be up-to-date or innovative. (Contains 12 references.) (ASK)

Illustrates attempts by three students to construct an isosceles triangle in Cabri and the construction of a capital A by a fourth student. Discusses Cabri's potential for encouraging students to focus on geometric properties and develop correct geometric language. (ASK)

Presents a divisibility problem and how a class of students discussed the problem and determined a plan to solve it. (ASK)

Studies the beliefs of entering freshman students and identifies differences in beliefs between the general population and two special groups, those admitted through special projects programs, and those who chose to enroll in the university's core competency in mathematics. (CCM)

Describes an activity that springs from the classic fable, The Tortoise and the Hare. Presents a game in which students simulate the race and use a die to move the animals in position. (CCM)

Describes PC Logo, an instructional tool that can be used for teaching and enhancing a student's knowledge of graphs and geometric concepts. (CCM)

Discusses the appropriateness of lower secondary school students using graphics calculators instead of scientific calculators. (ASK)

Introduces addition, subtraction, multiplication, and division of fractions using area models such as rectangles and circles, or linear models such as the number line and fraction strips. (ASK)