Relates standards for mathematics education in North Carolina to the National Council of Teachers of Mathematics' (NCTM) "Principles and Standards for School Mathematics". Reports on a symposium attended by educational leaders in North Carolina to inform them of the NCTM standards. (Author/MM)

Results indicate that estimating skills improved with practice but no relationship exists between estimating physical measurements and choosing the greater of two measurements given in symbolic mode. (MP)

Eight kinds of estimation activities are described and discussed. Nine activities which range from kindergarten to twelfth-grade level are suggested. (MK)

Experimental data suggest that in a complex drawing, non-overlapping figures are more easily identified than overlapping figures and that triangles are easier to identify than quadrilaterals. (MP)

When primary children were interviewed to determine their perceptions of embedded triangles, they failed to observe overlapping triangles. Possible explanations for this and other response patterns are discussed, and implications for schooling are explored. (SD)

Describes a number of ways in which the adoption of the metric system in the United States will increase the effectiveness of mathematics teaching. It provides a concrete model for many concepts commonly taught in grades K-12, and thus provides a means by which confusion can be alleviated. (JR)

This study was designed to determine the effectiveness of two microcomputer instructional games in teaching probability and measurement estimation to 78 preservice elementary school teachers. The probability game did not seem effective, and the estimation game was only marginally effective. Patterns of change are discussed. (MNS)

Data from college mathematics students indicate that "focused worlds" seem to be somewhat characteristic of men and "diffuse worlds" of women. This idea is discussed in relation to science and mathematics instruction, as well as the need for clarification and the implications for teaching and research. (MNS)

Students in seven grade six and eight grade eight classes were involved in this study in which the effect of two versions of the "Mastermind" game on logical reasoning were compared. No differential effects on test performance were found, nor did playing the games promote improved formal reasoning skills. (MNS)

Discusses use of microcomputers to assist teachers in diagnosing student errors. Examines what can be diagnosed, whether diagnosis helps, what diagnosis programs can do, what goes into a diagnosis program, and how the programs can be used. Suggests that software be developed for this purpose. (JN)

Several studies are presented which deal with more/less from a positive perspective based on what children can do, in the hope that results might be helpful to primary school teachers and to teacher educators who work with them. It is felt teacher awareness may help instructors. (MP)