Delineates the possible roles of parents in school mathematics. Examines the rationale that underlies efforts to involve parents in the general process of education and different types of parental involvement in mathematics education. Concludes that it is essential for parents and community members to be involved in mathematics education. Contains…

Presents resources to help parents develop their children's abilities to do mathematics while encouraging more positive attitudes toward mathematics and having fun in the process. Provides examples of activities that can be done at home with parents and children. (ASK)

Highlights the role that parents play in their children's early mathematics learning prior to school entry. Suggests ways in which teachers and parents can assist one another in recognizing mathematics potential through sharing experiences with children. Lists activities that parents can do at home with their children. (ASK)

Presents information about a project involving kindergarten, pre-first-grade children, and their parents called Inventing Maths for Parents and Children and Teachers (IMPACT). Concludes that empowering parents through IMPACT helps children attain mathematical power. Lists examples of IMPACT activities. Contains 18 references. (ASK)

Presents one successful attempt at connecting in-school and out-of-school mathematical experiences including mathematics portfolios and parents. Provides samples of work from portfolios from first through fifth grades. Contains 11 references. (ASK)

Presents an activity involving students in a research project with pictures like those commonly found in elementary school mathematics textbooks and workbooks to sharpen student appreciation of the need for standardized methods of data collection. Illustrates that several different interpretations of the operations of addition and subtraction are…

Presents information on a seminar called "Developing Mathematical Ideas" with the goal of piloting a new curriculum and charting a new path for parents, schools, and children in mathematics. Explores central issues in the development of constructive, thoughtful, and generative relationships between parents and school community through parents'…

Illustrates some of the mathematical ideas that result from typical game-playing sessions of children and parents at home. Presents different board games. (ASK)

Presents information on a project emphasizing the importance of parental understanding and support in implementing change by creating a program for building parents' understanding of mathematics and assessment that would enable them to make informed decisions about their children's instructional progress. (ASK)

Presents native American counting games. Argues that games involve a great deal of mathematics, so much so that play is easily one of the six "universal mathematics activities" of all cultures and mathematics is a vital aspect of culture. Concludes that students and teachers alike learn a great deal from creating and playing culturally relevant…

Introduces a unit on data analysis which would not only satisfy elementary statistics requirements but also involve students in a long-term mathematics project in a meaningful and relevant way. Addresses the mathematical concepts of measurement, graphing, and computation. (ASK)

Highlights a study that demonstrates what it means to press students to think conceptually about mathematics. Discusses similarities between classes--social norms--and differences between classrooms--sociomathematical norms. Concludes that, when teachers press hard for conceptual thinking, mathematics drives not only the activities but students'…

Challenges teachers to explore teacher talk and distinguish messages that unwittingly encourage dependence on authority from those that support the growth of academic autonomy through discovering relationships, developing speed and accuracy in skills, and developing understandings that serve problem solving in projects and activities. (MKR)

Ben, a good mathematics student, participated in a seven-week study. Describes three tasks that reflect impact of textbooks, real-life connections, and mathematical symbols. Shows that Ben's notion of one-half was task-dependent, concrete, and based on physical actions. (NI)

Discusses assumptions implicit in any system of measurement. Describes a three-rectangle problem designed to help children explore additivity of areas and relationships between area and shape. Suggests ideas for action research. (FDR)