This article is a report on a teacher study group that focused on three elementary teachers' perceptions of mathematical modeling in contrast to typical mathematics instruction. Through the theoretical lens of figured worlds, I discuss how mathematics instruction was conceptualized across the classrooms in terms of artifacts, discourse, and…

This document contains the papers on the PT3 (Preparing Tomorrow's Teachers to use Technology) program from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: modeling instruction with modern information and communications technology; transforming computer coursework for preservice…

We used a situative perspective to examine teachers' perceptions of a professional development intervention that integrated lesson study, video clubs, and animation discussions. The analysis of interviews with the five geometry teachers who participated in the intervention during two consecutive years showed three characteristics of professional…

In order to address concerns with the underrepresentation of spatial thinking in K-12 curricula, (National Research Council, 2006), Valentine and Kopcha (in press) designed and implemented a learning environment integrating cases as alternative perspective (Jonassen, 2011) in the context of eighth-grade mathematics. The design aimed to provide…

The research objectives were to identify the middle level mathematics teachers' conceptions of mathematics teaching and learning and ascertain changes in their conceptions and instructional behavior at the end of a three-year professional development (PD) project. These changes were studied through the qualitative analysis of their reflective…

In this paper, we discuss issues in planning and conducting research into mathematics learning. We emphasize two central themes: (1) the learners' mathematics (especially the issues and ideas, in given problem situations, that learners choose to think about and to present; and (2) the kinds of knowledge that learners may be building (including…

In this published speech, the status of mathematics today is reviewed. Four areas are highlighted as examples of the unity and applicability of mathematical research. Problems with teaching mathematics are then noted, followed by "causes for celebration." (MNS)

The paper argues that a relationship between visualization and mathematical problem solving ability exists. Research suggests that visual imagery leads to increased understanding of mathematical concepts at both the primary and secondary levels. Mathematical potential is not necessarily "born." Potential can be created in the least likely students…

The president of the National Council of Teachers of Mathematics (NCTM) examines the definition of basic mathematics skills. One basic skill is understanding formulas that are used in real life. Recommends that educators use the message of NCTM's standards to make choices that will reinvent mathematics education. Challenges teachers to teach…

A new model is presented that explains reaction time fluctuations in prolonged work tasks. The model extends the so-called Poisson-Erlang model and accounts for long-term trend effects in the reaction time curve. The model is consistent with Spearman's hypothesis that inhibition increases during work and decreases during rest. (TJH)

Examines the definition of basic mathematics skills in a discussion of meeting the needs of mathematics students in a changing society. One basic skill is understanding formulas that are used in real life. Challenges teachers to teach students to reason mathematically, improve communication, and build mathematical connections with real-life…

Students need, through their school mathematical experiences, to build on and formalize mathematical knowledge gained in out-of-school situations. This study examined middle school students' perceptions of how they use mathematics outside the classroom in an attempt to learn more about students' everyday mathematics practice and to close the gap…

For change to occur in mathematics instruction, teachers need control of significantly different instructional sequences, evaluation schemes, and curriculum and to think beyond procedural views of mathematics. Two-week inservice and coursework separate from classroom experience are not sufficient to achieve these goals. Inservice and support must…