Reviews research on block scheduling as related to the study of mathematics. Suggests issues for mathematics teachers to consider as they decide whether or how to improve such schedules. Discusses mathematics achievement under a block schedule. Contains 40 references. (ASK)

Presents an analysis of a teacher's teaching of the lesson about finding decimal estimates for fractions. Continues with a conception of the mathematics curriculum entitled Middle Grades Mathematics Project. Contains 13 references. (ASK)

Presents an activity illustrating the role that technology can play in modeling real-world problem situations and making connections across the curriculum. Includes using a graphical model to answer the questions. Lists related programs for TI-82 and TI-92 graphing calculators. (ASK)

Being a real teacher involves the refinement and development of a complex awareness on three levels. This is manifested in alterations to the structure of attention. Contains 49 references. (ASK)

Describes a framework for investigating approaches to mathematics teaching, in light of recent reforms, which is used to explore the struggles of a veteran middle-school mathematics teacher as he attempted to modify his teaching practices. Concludes that the teacher was successful in broadening some aspects of his pedagogical thinking and…

Examines the role of a mentor to a group of mid-career mathematics teachers in order to better understand how mentoring practices influence teacher learning. Concludes that the mentees' perception of the mentor as problem solver or evaluator of performance learning was inhibited, whereas perception of the mentor and mentee relationship established…

Describes the need and rationale for a culture-inclusive course for prospective and practicing teachers. Discusses related research that was carried out in a high school mathematics class, together with some of the issues and constraints that arose. Provides two examples of student projects and a description of the course. Contains 49 references.…

Analyzes aspects of the professional life of Italian mathematics teachers with particular reference to their education. Outlines some issues that characterize the Italian system of instruction. (ASK)

Presents an overview and analysis of the Mathematics Case Methods Project, which uses cases in order to examine and reflect upon teaching. Focuses on a special kind of teacher knowledge, coined pedagogical-content knowledge. (ASK)

Identifies the types of reasoning involved in middle grade mathematics with regard to multiplicative structures and the difficulties students have with the concepts, why these difficulties might occur, and the interconnections within this content area. Offers four recommendations for the preparation and professional development of teachers.…

Focuses on one central aspect of epistemological mathematical knowledge, namely the problematique of how mathematical signs and symbols gain meaning in the interactive social processes of teaching and learning. Describes a teaching episode and analyzes it from an epistemological perspective. Identifies three components of epistemological knowledge…

Discusses the ways in which administrators' ideas about the nature of mathematics, learning, teaching, and school culture affect their interpretations of the nature and intent of the elementary-mathematics reform movement, and their thoughts on how they might support it. Focuses on administrators' views of parents' concerns, professional…

Describes the way in which 12 primary-grade teachers responded to reform-minded teaching of multidigit addition and subtraction. Discusses the nature of effective teacher-development programs. Contains 21 references. (ASK)

Discusses the study of teacher researchers undertaking research into self-chosen aspects of their own mathematics teaching at the secondary level by using qualitative methods to explore the processes and practices of this research and the issues that it raised. Emphasizes that emergent theory of teachers' research activity fit strongly with a view…

Describes and reflects on some of the tensions over social and multicultural issues as they exist in mathematics teacher education in Mozambique. Reflects on the process of developing an awareness of the social and cultural bases of mathematics among future mathematics teachers. Contains 42 references. (Author/ASK)