Presents a problem suggested for students in grades one through six concerning the concepts of grouping, reasoning, and pattern finding. Discusses the student problem-solving process. (ASK)

Describes a model using a group of fifth-grade students to better understand the assessment standards. Discusses the activity, the lesson on tessellation, and instructional decisions from the perspective of the assessment standards. (ASK)

Illustrates how many key algebraic concepts can be informally developed within the number and operations strand taught in the primary grades. Discusses expressions and equations, properties and conventions, relationships between operations, and variables from this perspective. (ASK)

Emphasizes the importance of promoting discourse and interactions in the classroom. Presents a lesson in which discourse reveals how the teacher helps students learn by constructing their own conceptual understanding of geometric shapes. Illustrates how the teacher facilitates an atmosphere in which students take responsibility for their own…

Discusses controversies in the reform efforts in mathematics education and the importance of maintaining integrity amidst political controversy and attacks. Emphasizes the place of integrity in mathematics education. (ASK)

Presents a mathematics activity involving a function box for students to develop an understanding of patterns, relationships, and functions. Uses the function box as an aid in teaching about squares, cubes, and circles. (ASK)

Explains how critical thinking, communication, and estimation can be incorporated into an exciting problem-solving unit for first-grade students. Presents four related activities. (ASK)

Presents a mathematics problem on patterns. Outlines and discusses the general problem-solving procedures. (ASK)

Presents evidence from data on how well five first-grade classes did without any formal instruction showing that if children's numerical reasoning is strong, then formal instruction of missing addends is unnecessary. Explains the findings in light of Piaget's constructivism and discusses educational implications. (ASK)

Presents a mathematical investigation focusing on measurement, data collection, and decision making in the context of mining for grades four and five. Encourages students to make their own decisions about collecting data and the methods most appropriately used for analysis. (ASK)

States that thinking about numerical procedures starts in the elementary grades and continues in successive grades until students can eventually express and reflect on the procedures using algebraic symbolism. Outlines how such thinking can progress to algebraic reasoning. Illustrates how computers can be used to promote this progression through…

Presents information on a project to promote young students' mathematical thinking in which teachers attempt to explore ways to foster students' mathematical development by watching a CD-ROM containing student interviews. Discusses the role that technology might play as a catalyst for teachers to reflect upon their teaching experiences against the…

Discusses parent involvement in mathematics education. Provides information on educational resources on the subject. (ASK)

Discusses the benefits that can be achieved as a result of parental involvement in children's mathematics education. Concludes that, when the school and family unite in a partnership for children, their overlapping spheres of influence foster a positive attitude about mathematics at home which helps children learn mathematics at school. (ASK)

Describes a teacher's challenge to help her second-grade students experience early success with mathematics by helping them master the time and monetary objectives they would face in the future testing process. Emphasizes parent involvement in this process and provides parent-student activities. (ASK)