Characterizes students' function-concept images that arise in interactive environments based on multirepresentational software. Shows that students (a) often use prototypic functions (linear and quadratic) but do not consider them exclusive; (b) use prototypes as levers to handle a variety of other examples; (c) articulate justifications often…

Studies the co-emergence of teaching and children's construction of specific conceptions that support the generation of improper fractions in a constructivist teaching experiment with two fourth-grade students posing and solving tasks in a computer microworld. Reports that examination of the teacher's adaptation of learning situations (tasks) and…

Utilizes the psychological and sociocultural components of a constructivist paradigm to provide a detailed analysis of how the cognitive constructions students make as they enumerate 3D arrays of cubes develop and change in an inquiry-based, problem-centered mathematics classroom. Describes the classroom work of three pairs of 5th-grade students…

Investigates whether three cognitive components of language proficiency--metalinguistic awareness of symbol, syntax, and ambiguity--are associated with students' success in learning algebraic notation. Reports that very few students with low metalinguistic awareness scores achieved high algebra scores in a total sample of more than 1500 students.…

Proposes a course of study that would have high school students study and practice a public policy analysis model used by public policy professionals. Elaborates on the meaning of and rationale for public policy analysis and presents a detailed conceptual framework. Argues that competence in this activity will strengthen popular sovereignty. (DSK)

Shows how a curriculum focusing on the concept of conflict was tied tightly to social studies and other subject area learning goals and woven around global as well as interpersonal problems. Presents analysis of descriptive vignettes selected to represent evidence of the curriculum process and content and students' developing understandings of…

Focuses on an attempt to teach a graduate social studies seminar democratically. Discusses two key themes, voice and choice, highlighting issues that emerge through efforts to share power and decision making with students. Presents observations and points to implications for democratic teaching methods. (DSK)

Presents a critical commentary on "Toward an Aristocracy of Everyone" by Parker and Zumeta in the same issue. Comments on the strengths and weaknesses of proposals for public policy curricula in high schools, especially as they are able to contribute to citizenship education. Parker and Zumeta respond to these observations. (DSK)

Presents observations on the state of democracy, race, politics, and education in South Africa based on a recent trip to that country. Discusses the material and historical realities of race, the teaching of history, possibilities for inclusive histories, and postcolonial politics. (DSK)

Addresses the role that research can and should play in shaping standards, by distinguishing between values and research problems, and by calibrating appropriate expectations for research. Illustrates research contributions to current debates with brief summaries of some findings that are relevant to the standards set by the National Council of…

Argues that the dual functions--visibility and invisibility--of talk in mathematics classrooms create dilemmas for teachers. Provides an analytic narrative vignette drawn from a secondary mathematics classroom in South Africa to illustrate the dilemma of transparency that mathematics teachers can face, particularly if they are teaching…

Examines recent research on motivation in mathematics education and discusses findings from research perspectives in this domain. Notes that consistencies across research perspectives suggest a set of generalizable conclusions about the contextual factors, cognitive processes, and benefits of interventions that affect students' and teachers'…

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…

Compares preference response to selected musical examples across groups of listeners from three nationalities, and investigates how similarities and differences in preference responses may be reflected in listeners' written comments. Reports on overall ratings, ratings of particular musical styles, and types of comments made in written responses.…

Reports on a survey of 137 undergraduate students enrolled in music-education classes at six universities. Assesses participants' beliefs about the validity or truthfulness of various music-education philosophy statements, as well as their beliefs about the effectiveness of using such statements to advocate for school music programs. (DSK)