The need for developing a geometry curriculum sequence is discussed. Work by a group of about 50 mathematics educators on intuitive aspects of Euclidean classifications and relations is presented. Textbooks were analyzed, a sequence of concept clusters developed, and a scope-and-sequence chart included. (MNS)

Textbook analyses for 1924, 1944, and 1984, suggest that the mathematics program regressed in expectations for students. The number of word problems in fifth-grade books has decreased and the amount of drill problems increased. (MNS)

Provides results from a 1983 survey of secondary mathematics education in Wisconsin. Questions refer to graduation requirements, curriculum topics, nature of geometry classes, metric system, computers, and calculators. Items also collected data on district mathematics committees, policies, competency exams, computer access, and the nature of…

The use of a variety of models to develop number concepts is advocated. Four models are discussed, with illustrations: the cardinal number of a set, Cuisenaire rods, the number line, and the Papy Minicomputer. (MNS)

Some impressions derived through a two-week study visit to the Soviet Union are presented. Background information, kindergartens, curriculum, various types of schools, and mathematics teacher-training are each considered. Finally, mathematics problems from various grade levels are presented. (MNS)

Discusses strategies used to teach fractions to 9- to 11-year-old deaf children during a four-month period, in 30-minute sessions meeting two or three times a week. Fraction work was taught while other topics were covered. The primary form of communication used was Signing Exact English. (JN)

How the concept of function sheds new light on one of the central tasks of algebra, that of solving equations, is discussed. Many specific examples are presented, and a theoretical basis is included. (MNS)

Described is a two-week summer institute with 57 Ohio teachers in grades K-12. The teachers were given experiences in problem solving to help them broaden perceptions of real problem solving. Sixteen problem-solving strategies and four illustrative problems are included, and teachers' evaluative comments are discussed. (MNS)

Several major factors must be considered when developing or assessing tutorial microcomputer software for mathematics instruction. Both learning considerations and curriculum considerations are discussed in some detail. (MNS)

As calculators and computer use increases in mathematics education, more educators are recognizing a shift in emphasis from computation to problem solving. Ways to generate problems that can be used to develop pupil creativity and insight are suggested, and process-oriented instruction is promoted. (MP)

Suggestions for activities are organized into categories of the community, sports, the home, travel, and nature. Each has been linked to other curriculum areas such as physical education, science, or social studies, so it is possible to use the activities as a basis for an interdisciplinary approach to the curriculum. (MP)

Factors believed to be major in influencing instruction in the waning years of this century are examined. It is felt teachers need assistance from many disciplines to be fully aware of the many implications various factors have for mathematics instruction. A list of eight contemporary goals for mathematics instruction is provided. (MP)

Pattern recognition is viewed as a fundamental cognitive skill that lays the groundwork for the ability to form abstractions and generalizations. Incorporating patterning into the curriculum of young children is encouraged. (MP)

Recreational mathematics is promoted as a type of play that enables children to acquire concepts and skills useful in learning mathematics. The activities suggested are geared for children from age three through grade three. It is argued that recreational mathematics is more effective than exercises such as workbook activities. (MP)

Steps to be used in the development of a comprehensive mathematics program for learning disabled children are outlined. While the suggestions given deal mainly with mathematics, it is felt that the identification of strengths in pupils can and should be part of planning in all curriculum areas. (MP)