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Positive Practices
Learning by Design
  Research and Evaluation


Huey Tsyh Chen: Theory-Driven Evaluations

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Link Mania

Index: Action

Experiential Math (1998)

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Allen, J. A. (1991). Eureka] A Yurt] Integrating Mathematics, Cooperative Learning, and Community Service. Journal of Experiential Education v14 n3 p39-44 Nov 1991. A sixth-grade class built a yurt (a circular building with a conelike roof) for the playground of a special-education school. The goals of the project were to teach mathematics experientially and to facilitate growth through community service. Includes instructions and diagrams for building yurts. (KS) Report/ISSN: ISSN-1053-8259 EJ469441

Anonymous. (1987). Ideas. Arithmetic Teacher v35 n3 p26-33 Nov 1987. Activities are presented that focus on the topic of problem solving using the strategies of: (1) patterning; (2) working backwards; (3) making a chart, table, or graph; and (4) diagraming and elimination. (RH) UMI EJ361649


Barman, C. R. (1992). An Evaluation of the Use of a Technique Designed to Assist Prospective Elementary Teachers Use the Learning Cycle with Science Textbooks. School Science and Mathematics v92 n2 p59-63 Feb 1992. Presents a study to determine the effects of introducing methods students to the "learning cycle" technique on their ability to adapt science textbooks to the method and employ it in their teaching. Interviews of 24 randomly selected students out of 48 participants indicated that 75 percent used the approach while student teaching and found it helpful in planning lessons. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ446407

Baroody, A. J. (1989). Manipulatives Don't Come with Guarantees. Arithmetic Teacher v37 n2 p4-5 Oct 1989. Use of manipulatives is neither a sufficient nor a necessary condition for meaningful learning. Provides some incidents in support of the argument. Lists 14 references. (YP) UMI EJ405968

Bickley-Green, C. A. (1995). Math and Art Curriculum Integration: A Post-Modern Foundation. Studies in Art Education v37 n1 p6-18 Fall 1995. Maintains that integrated mathematics and art curricula reveal congruent activities that enhance learning in both disciplines. Suggested ways to restructure and coordinate the curriculum include inspection of content areas for congruent elements, examination of older models for related theory and materials, and utilizing relevant developmental processes. (MJP) UMI Report/ISSN: ISSN-0039-3541 EJ522286

Bohning, G., & Radencich, M. M. C. (1989). Math Action Books for Young Readers. Arithmetic Teacher v37 n1 p12-13 Sep 1989. Suggests guidelines for introducing and using mathematics action books with primary-grade children. Lists resource books for teachers about counting, basic mathematics facts, and telling time. Author, title, price, address of publisher, and a brief description are provided for each book. (YP) UMI EJ399589

Borenson, H. (1987). Algebra for Gifted Third Graders. Gifted Child Today (GCT) v10 n3 p54-56 May-Jun 1987. Elementary school children who are exposed to a concrete, hands-on experience in algebraic linear equations will more readily develop a positive mind-set and expectation for success in later formal, algebraic studies. (CB) UMI EJ354122

Boyd, B. V. (1987). Learning about Odd and Even Numbers. Arithmetic Teacher v35 n3 p18-21 Nov 1987. The number charts described in this article have been used successfully with elementary students as young as first graders to teach the concepts of even and odd numbers. Students construct charts and then answer a series of questions about the patterns that they observe. (RH) UMI EJ361647

Brown, C. L. (1991). Whole Concept Mathematics: A Whole Language Application. Educational Horizons v69 n3 p159-63 Spr 1991. In whole concept mathematics, students actually use math and understand the practicality of what they are studying. This learner-centered approach treats students with respect, uses real-life situations, encompasses a variety of learning styles, and involves cooperative learning techniques. (SK) UMI Report/ISSN: ISSN-0013-175X EJ425226

Brown, S. (1990). Integrating Manipulatives and Computers in Problem-Solving Experiences. Arithmetic Teacher v38 n2 p8-10 Oct 1990. Four activities which illustrate the use of manipulative materials and computers in problem solving at the elementary level are presented. Each activity discusses large group activity and a computer activity. (CW) UMI Report/ISSN: ISSN-0004-136X EJ417305

Burns, M. (1996). How to Make the Most of Math Manipulatives. Instructor v105 n7 p45-51 Apr 1996. A discussion of how to use math manipulatives to teach elementary students focuses on essential program elements: what math manipulatives are and why they are used, common questions about math manipulatives, how one teacher introduced the geoboard into the classroom, and pattern block activities. (SM) UMI Report/ISSN: ISSN-1049-5851 EJ530160

Burns, M., & Richardson, K. (1981). Making Sense Out of Word Problems. Learning v9 n6 p26-30,32 Jan 1981. Providing students with realistic problems will facilitate a better understanding of and reason for computation. Specific suggestions for introducing and for increasing problem-solving skills are described. (CJ) Reprint: UMI EJ241427


Choi, B.-S., & Gennaro, E. (1987). The Effectiveness of Using Computer Simulated Experiments on Junior High Students' Understanding of the Volume Displacement Concept. Journal of Research in Science Teaching v24 n6 p539-52 Sep 1987. Reports on a study which compared the effectiveness of microcomputer simulated experiences with that of parallel, hands-on laboratory instruction for teaching the concept of volume displacement to junior high school students. Results indicated that computer simulated experience were as affective as hands-on laboratory experiences. (TW) EJ358475

Cohen, H. G. (1992). Two Teaching Strategies: Their Effectiveness with Students of Varying Cognitive Abilities. School Science and Mathematics v92 n3 p126-32 Mar 1992. Presents a study to examine the effects of a verbal teaching strategy versus a strategy providing instruction using activities and manipulatives in four seventh grade earth science classes with students of varying cognitive abilities (n=83). Results indicate that students with more cognitive structures perform better and that using manipulatives helps construct science knowledge. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ445051

Connel, M. L., & Peck, D. D. M. (1993). Report of a Conceptual Change Intervention in Elementary Mathematics. Journal of Mathematical Behavior v12 n4 p329-50 Dec 1993. Reports results from a project designed to bring about student conceptual change by using multiple modeling and representation as well as links to other areas. Students developed rules as conveniences and meanings for symbols, were active in learning, made interpretations, and had confidence in their thinking. (MKR) Report/ISSN: ISSN-0732-3123 EJ485577

Crites, T. W. (1993). Strategies for Estimating Discrete Quantities. Arithmetic Teacher v41 n2 p106-08 Oct 1993. Describes the benchmark and decomposition-recomposition estimation strategies and presents five techniques to develop students' estimation ability. Suggests situations involving quantities of candy and popcorn in which the teacher can model those strategies for the students. (MDH) UMI Report/ISSN: ISSN-0004-136X EJ474915

Curlette, W. L. (1980). The Randomized Response Technique: Using Probability Theory to ask Sensitive Questions. Mathematics Teacher v73 n8 p618-21,627 Nov 1980. The use of the randomized response technique as a tool of obtaining answers to sensitive questions is illustrated. Directions for two classroom experiments are included. (MP) Reprint: UMI EJ235121


D'Ambrosio, B. S., & Campos, T. M. T. M. M. (1992). Pre-Services Teachers' Representations of Children's Understanding of Mathematical Concepts: Conflicts and Conflict Resolution. Educational Studies in Mathematics v23 n3 p213-30 Jun 1992. Reports a study to investigate the extent to which research experience of designing and conducting their own study could enhance five preservice teachers' understanding of children's knowledge of the mathematical concept of fractions. Results indicated that research experience is fruitful in developing an inquisitive disposition in preservice teachers. (22 references) (MDH) UMI Report/ISSN: ISSN-0013-1954 EJ453571

Davis, A. P. (1994). How Not to Get a Driver's License or a Lesson in Time Zones for Middle-School Students. Social Studies v85 n4 p181-84 Jul-Aug 1994. Presents instructional strategies for teaching middle school students about time zones and why the earth experiences night and day. Provides instructions for helping students make and use sextants and sun dials. Describes class activities and student-teacher dialogue. (CFR) UMI Report/ISSN: ISSN-0037-7996 EJ488748

DeTemple, D., & Miedema, A. (1997). Patterns and Puzzles for Pyramids and Prisms. Mathematics Teacher v90 n5 p370-74,80-84 May 1997. Describes activities in which students perform experiments with physical models that they create. Students develop geometric intuition and build a concrete foundation upon which abstract principles can be built. (DDR) Report/ISSN: ISSN-0025-5769 EJ545168

Detmer, S. (1992). Cooperative Learning: Figuring Averages. Learning v20 n7 p22-23 Mar 1992. Elementary teacher describes a two-week project which involved using cooperative learning to teach sixth graders about averages. Cooperative groups worked to find the daily average of a variety of items. Students had real-world examples of averaging to replace standard textbook drill and practice. (SM) UMI Report/ISSN: ISSN-0090-3167 EJ445281

DiDomenico, A. S. (1997). From Fibonacci Numbers To Geometric Sequences and the Binet Formula by Way of the Golden Ratio]. Mathematics Teacher v90 n5 p386-89 May 1997. Provides activities that deal with Fibonacci-like sequences and guide students' thinking as they explore mathematical induction. Investigation leads to a discovery of an interesting relation that involves all Fibonacci-like sequences. (DDR) Report/ISSN: ISSN-0025-5769 EJ545169

Dixon, J. K., & Falba, C. J. (1997). Graphing in the Information Age: Using Data from the World Wide Web. Mathematics Teaching in the Middle School v2 n5 p298-304 Mar-Apr 1997. Describes five activities using the World Wide Web that teach students to experience searching, locating, and organizing data. Students learn to summarize statistics, analyze data, make conjectures, and communicate information. They interpret or create bar graphs, line graphs, histograms, and circle graphs. (PVD) Report/ISSN: ISSN-1072-0839 EJ541856

Donlan, L. (1991). Curriculum Connection: Create a Classroom Community. Instructor v101 n1 p77-78 Aug 1991. One elementary teacher runs her classroom as a technology-based token economy. Students hold classroom jobs and use software to track money earned, manage checking accounts, and disburse classroom cash. The strategy boosts math and technology skills. A list of software programs is included. (SM) Report/ISSN: ISSN-1049-5851 EJ433773

Du Boulay, J. B. H. (1980). Teaching Teachers Mathematics through Programming. International Journal of Mathematical Education in Science and Technology v11 n3 p347-60 Jul-Sep 1980. Problems related to representing mathematical concepts with computer models are discussed. The pros and cons of computer assisted instruction (CAI) in aiding students is discussed in relation to a pilot study at the University of Edinburg, Scotland. (MP) EJ232857


Ericksen, D. B., & Frank, M. M. L. (1991). A Geometric Cover. Mathematics in School v20 n3 p42-43 May 1991. Quilt-making is presented as an activity that helps elementary school children recognize and appreciate geometry in their world while developing their problem-solving skills. Students choose an appropriate pattern and cooperatively make the quilt. Related measurement questions and problems are provided. (MDH) UMI Report/ISSN: ISSN-0305-7259 EJ445020


Feeney, J. E. (1982). A Microcomputer Minicurriculum. Arithmetic Teacher v29 n5 p39-42 Jan 1982. Ten activity cards, designed to introduce students in upper elementary grades to programing in BASIC, are presented. The concepts and skills involved are thought to correspond to the pupils' knowledge of mathematics and aid in reinforcement. The cards represent a total of about one hour of computer time. (MP) Reprint: UMI EJ257066

Fennell, F. S., & Others, A. (1982). Ideas. Arithmetic Teacher v29 n5 p26-32 Jan 1982. A variety of ideas for working with money are presented. Activities provide experience in counting nickels and dimes, counting money and making change, determining sale prices by computing the percentage off a base or regular price, and keeping a record of current balances in checking and savings accounts. (MP) Reprint: UMI EJ257063


Gerver, R., & Sgroi, R. (1992). Retooling the General-Mathematics Curriculum. Mathematics Teacher v85 n4 p270-74 Apr 1992. Presents four curricular alternatives and teaching strategies to improve the general-mathematics curriculum. Teaching strategies include reading mathematics, classroom discussion, an interdisciplinary approach, field trips, use of manipulatives, varied assessment methods, cooperative learning, use of technology, and team teaching. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ446398

Gifford, S., & Wilson, P. (1995). Number in Early Childhood. Beecholme Nursery Number Project. Early Child Development and Care v109 p95-132 May 1995. Two essays examine the number aspect of mathematics learning for three- to five-year olds. The first contextualizes the research and reviews its progress, focusing on how children learn in contexts where numbers occur incidentally, and on developing appropriate ways of challenging children to solve problems. The second essay presents a case study arising from the ongoing research. (AA) Report/ISSN: ISSN-0300-4430 EJ507188

Giordano, G. (1987). Remedial Math Activities. Academic Therapy v23 n2 p205-12 Nov 1987. Ten remedial mathematics exercises are provided for children who have failed to integrate or apply their math skills. The exercises provide remediation through systematic experimentation, rather than abstract drills, by using number-configuration distinction with blocks, fractioned candy bars, decimal match sticks, graphed pictures, etc. (JDD) UMI EJ362274


Hall, D. A. (1992). The Influence of an Innovative Activity-Centered Biology Program on Attitudes toward Science Teaching among Preservice Elementary Teachers. School Science and Mathematics v92 n5 p239-42 May-Jun 1992. Presents a replication study to determine the effects of an innovative activity-centered biology program on attitudes toward science teaching among 159 prospective elementary teachers. Concludes that the course was influential in promoting positive teacher attitudes toward science and science teaching and recommends that the course be incorporated into the teacher education program. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ452063

Haugland, O. A. (1991). Hot-Air Ballooning in Physics Teaching. Physics Teacher v29 n4 p202-06 Apr 1991. Describes the modern hot-air balloon and the physics of ballooning. Proposes that students construct their own hot-air balloon and presents an experiment calculating the time needed for a balloon to rise to the ceiling of a gymnasium. (MDH) UMI Report/ISSN: ISSN-0031-921X EJ449204

Hawkin, W. (1991). Enterprise Culture in a Church Primary School. Mathematics in School v20 n3 p6-8 May 1991. A class project to design a robe for the pastor of Church of England primary school was undertaken to give children a first-hand problem-solving experience and increase their involvement in the church activities. Much mathematics and communication was required to complete this cooperative learning task. (MDH) UMI Report/ISSN: ISSN-0305-7259 EJ445009

Hayek, L., Telford, W., & D., J. (1993). Sharing Teaching Ideas. Mathematics Teacher v86 n2 p133-35 Feb 1993. Presents two activities that utilize problem solving to promote concept development. The first uses a treasure hunt to teach locus of points. The second uses a tug-of-war model to teach mixture problems involving ratios. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ464700

Heiny, R. L. (1981). Gambling, Casinos, and Game Simulation. Mathematics Teacher v74 n2 p139-43 Feb 1981. The objectives, content, and intent of an undergraduate mathematics course at the University of Northern California. The course focuses on gambling and bets, with the focus of ideas on probability, expected value, computers, and the mathematics of finance. (MP) Reprint: UMI EJ241153

Hendel, D. D. (1980). Experiential and Affective Correlates of Math Anxiety in Adult Women. Psychology of Women Quarterly v5 n2 p219-30 Win 1980. Examines mathematics anxiety among female participants in a program to help overcome their fears. Mathematics anxiety is correlated with other academically relevant anxiety scales. Test anxiety and self-estimated mathematics ability are the most important variables in the prediction of mathematics anxiety. (Author) Reprint: UMI EJ240078

Hill, D., & Oludontun, J. (1990). An Improved Whirlybird. School Science and Mathematics v90 n7 p638-39 Nov 1990. Improvements in the mechanism of the whirlybird used in the Science Curriculum Improvement Study (SCIS) unit "Subsystems and Variables" are presented. Variables which can be investigated using this device are discussed. An illustration of the improved device is provided. (CW) UMI Report/ISSN: ISSN-0036-6803 EJ418931

Hoffman, J. C. (1979). Bridging a Gap. Arithmetic Teacher v27 n4 p18-19 Dec 1979. A fifth- and sixth-grade project is described that requires each student to build a bridge to specified dimensions using only specified materials. (MK) Reprint: UMI EJ214928

House, P. A. (1980). Making a Problem of Junior High School Mathematics. Arithmetic Teacher v28 n2 p20-23 Oct 1980. A unique problem solving activity involving student lockers in a junior high school is presented. The activity embodies numerous mathematical concepts and has successfully motivated pupils to explore related mathematical ideas. (MP) Reprint: UMI EJ232914

Hulteng, L., & Heilman, M. (1995). How Today's Math Adds Up. What Parents Need to Know. Our Children v1 n1 p32-33 Sep-Oct 1995. Teachers and parents must foster students' creative problem solving, flexibility, and comfort with principles in math by providing experiences relating to everyday life. Math reform expands learning so children can form and explain mathematical processes independently. The paper examines how parents can become partners in their children's math education. (SM) UMI Report/ISSN: ISSN-1083-3080 EJ519092


Jensen, R. J. (1987). Teaching Mathematics with Technology. Arithmetic Teacher v35 n3 p52-53 Nov 1987. Presented are several suggestions for teaching elementary school mathematics with technology. Activities use calculators and microcomputers for teaching multiples. (RH) UMI EJ361654

Jensen, R., & O'Neil, D. D. R. (1981). Let's Do It: Meaningful Linear Measurement. Arithmetic Teacher v29 n1 p6-12 Sep 1981. A series of activities that focus on the process of measuring are presented. The material is designed to help children develop a concept of measurement by leading them through the processes used in establishing formal measurement systems over the centuries. (MP) Reprint: UMI EJ251494

Jockusch, E. A., & McLoughlin, P. P. J. (1990). Implementing the Standards. Building Key Concepts for Calculus in Grades 7-12. Mathematics Teacher v83 n7 p532-40 Oct 1990. Discussed are several activities suitable for students from middle school through high school designed to furnish concrete experiences with the concepts of rate of change and slope and approximating areas, the central themes of differential and integral calculus. The implementation of national curriculum standards is stressed. (CW) UMI Report/ISSN: ISSN-0025-5769 EJ415584

Johnson, A., & Boswell, L. (1992). Geographic Constructions. Mathematics Teacher v85 n3 p184-87 Mar 1992. To help students appreciate the real-life application of geometric constructions, two activities are presented applying boundary lines in geography. Geometric concepts are integrated with other disciplines by giving students historical information, maps, and activity sheets to study the Delaware-Pennsylvania border and the District of Columbia's borders. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ440163

Johnson, J. (1992). Reform in Mathematics Education: What's a Rural or Small School to Do? Journal of Rural and Small Schools v5 n2 p3-8 1992. Addresses the national goal for U.S. students to be first in the world in mathematics and science achievement by the year 2000. Proposes an eight-point action agenda for mathematics reform for rural and small schools. Actions involve (1) educating teachers and administrators; (2) keeping parents and community informed; (3) adopting new text and assessment materials. (KS) Report/ISSN: ISSN-0890-9520 EJ444990

Joyner, J. M. (1990). Using Manipulatives Successfully. Arithmetic Teacher v38 n2 p6-7 Oct 1990. General guidelines for the use of manipulative materials are presented. Teacher management of the lessons involving manipulative materials is stressed. (CW) UMI Report/ISSN: ISSN-0004-136X EJ417304


Katims, N., & Others, A. (1993). Linking Instruction and Assessment in a Middle School Mathematics Classroom. Middle School Journal v25 n2 p28-35 Nov 1993. Describes the PACKETS Program for Middle School Mathematics, a research-based performance-assessment program being developed by the Educational Testing Service. The activities, based on real-life problems whose solutions must address a particular client's needs, are designed to promote student learning while allowing the teacher to document this learning. Samples of "big idea" newspaper articles are provided. (MLH) UMI Report/ISSN: ISSN-0094-0771 EJ474238

Kepler, L. (1992). Hands-on Science: Getting-to-Know-You Graphing. Instructor v102 n2 p86,88 Sep 1992. Elementary teachers can use graphing to introduce students to one another. An eye color graphing activity helps students learn more about each other while experimenting with different ways of organizing and displaying information. For follow up, students can apply their graphing knowledge by collecting and displaying data from their families. (SM) UMI Report/ISSN: ISSN-1049-5851 EJ455156

Kirkwood, J. J. (1992). Elementary School Math and Technology Education. Technology Teacher v33 n3 p29-31 Jan 1992. Technology education at the elementary level involves hands-on, appropriate activities to introduce children to tools and to enhance their personal growth, creativity, and understanding of the world. Manipulation of materials can make abstract mathematical concepts concrete. (SK) UMI Report/ISSN: ISSN-0746-3537 EJ435382

Knecht, P. S. (1991). Making Mathematics Meaningful with M & M's. Arithmetic Teacher v38 n9 p50-51 May 1991. Presents an activity that uses M & M's candy to initiate discussion about the mathematical concepts of empty set, zero, more than, less than, most least, and equivalent sets. Suggests extensions that could follow this activity. (MDH) UMI Report/ISSN: ISSN-0004-136X EJ447753

Kofod, M. T. (1996). A Holiday Project. Mathematics Teaching in the Middle School v2 n2 p108-09 Nov-Dec 1996. Describes a classroom project involving the construction of a holiday mobile. Necessary supplies include a lightweight hanger, construction paper, string, scissors, protractors, compasses, and rulers. Concepts involved in the construction of the project include illustrating a chord, radius, diameter, shapes, metric measuring, circumference, area, and concentric circles. (AIM) Report/ISSN: ISSN-1072-0839 EJ541870

Kokoski, T. M., & Downing-Leffler, N. (1995). Boosting Your Science and Math Programs in Early Childhood Education: Making the Home-School Connection. Young Children v50 n5 p35-39 Jul 1995. Proposes the home-school connection as a key solution to boost science, mathematics, and technology programs in schools. Suggests that professionals in education must find ways to make connections between school learning and children's learning outside school. Proposes appropriate strategies such as science and mathematics backpacks, minimuseums, and experience excursions to reach these objectives. (AA) UMI Report/ISSN: ISSN-0044-0728 EJ507150

Korithoski, T. P., & Korithoski, P. (1993). Mean or Meaningless? Arithmetic Teacher v41 n4 p194-97 Dec 1993. Presents a sequence of hands-on activities to help students understand the concept of arithmetic mean and gain experience in using mathematical models. Students create models in the process of solving problems and communicate to the class the meaning attached to the models. (MDH) UMI Report/ISSN: ISSN-0004-136X EJ478346

Kuhns, C. L. (1997). Half-Time Day. Teaching Children Mathematics v3 n5 p218-21,235 Jan 1997. Presents activities that were used to celebrate "Half-Time Day", the halfway point of the school year. Includes various hands-on ways for children to experience the fraction 1/2, including learning centers and whole-group activities. (JRH) Report/ISSN: ISSN-1073-5836 EJ536641

Kulas, L. L. (1997). May I Take Your Order? Teaching Children Mathematics v3 n5 p230-34 Jan 1997. Describes a unit where children first master the basic concepts inherent in restaurant transactions, then organize and run a classroom restaurant. Discusses project accomplishments and extensions and ways to modify the model to fit the needs and strengths of children in any classroom. (JRH) Report/ISSN: ISSN-1073-5836 EJ536643

Kyriacou, C. (1992). Active Learning in Secondary School Mathematics. British Educational Research Journal v18 n3 p309-18 1992. Presents study results exploring the use of learning activities in secondary school mathematics instruction. Explains that seven categories of learning activities, one traditional and six active learning, were identified. Reports that heads of mathematics departments estimated occurrence of the activities in their schools. Concludes that active learning is commonplace and increasing but not varied. (DK) Report/ISSN: ISSN-0141-1926 EJ463260


Laffan, A. J. (1980). Polyhedron Candles: Mathematics and Craft. Arithmetic Teacher v28 n3 p18-19 Nov 1980. The use of solid cardboard geometric shapes as molds to make candles is presented as a possible mathematics enrichment activity. (MP) Reprint: UMI EJ237351

Laing, R. A. (1979). Activities: Preparing for Pythagoras. Mathematics Teacher v72 n8 p599-602 Nov 1979. Activities to be used before teaching the Pythagorean Theorem are described. Sample worksheets are provided. (MK) Reprint: UMI EJ213218

Lamphere, P. (1995). Investigations: Math Makes the News. Teaching Children Mathematics v1 n6 p356-60 Feb 1995. Explores ways to share mathematics both in and out of school and uses the newspaper as a vehicle for communicating ideas about mathematics. Includes reproducible student worksheets. (MKR) UMI Report/ISSN: ISSN-1073-5836 EJ503944

Landerholm, E., & Others, A. (1995). Involving Parents of Young Children in Science, Math and Literacy Activities. School Community Journal v5 n2 p49-58 Fall-Win 1995. Describes a collaborative parent-involvement project for inner-city Hispanic primary students sponsored by the Chicago Community Trust. A university professor, two graduate assistants, the principal, and the school community representative designed a summer program featuring hospitality and support activities, free books, and hands-on science and math activities. (26 references) (MLH) Report/ISSN: ISSN-1059-308X EJ517779

Leith, D. M. (1988). Active Learning in an Adult Basic Math Class. Journal of Experiential Education v11 n2 p28-31 Sum 1988. Describes use of experiential education for teaching mathematics as component of job training for single, unemployed women in Washington, D.C. Stresses value of practice-oriented curriculum, group work, and self-paced study. Concludes that student involvement fosters student reasoning and self reliance. (TES) EJ392597

Leonard, L. M., & Tracy, D. D. M. (1993). Using Games to Meet the Standards for Middle School Students. Arithmetic Teacher v40 n9 p499-503 May 1993. Discusses the use of games to learn mathematics both in the classroom and at home. Games promote nonroutine learning, cooperative learning, problem solving, communication, and reasoning. Included are store-bought games, games made specifically for educational purposes, and multicultural games. A table lists many common games and their uses. (JAF) UMI Report/ISSN: ISSN-0004-136X EJ474876

Litweller, B. H., & Duncan, D. D. R. (1992). Matching Garage-Door Openers. Mathematics Teacher v85 n3 p217-19 Mar 1992. The on-off settings of a series of eight switches determines the code to open garage doors. Presented are two problems asking the probability that two people would have the same garage door opener code or whether a specific person would have the same code as another person in the neighborhood. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ440170

Lulli, H. (1989). Yearly Four Number Game. School Science and Mathematics v89 n3 p239-43 Mar 1989. Provided is a mathematical recreation to strengthen student mathematics skills. The object of the activity is to build up an expression using the four digits of the current year, without rearranging the digits and using combinations of operations, to equal a prescribed value. Descriptions and examples are included. (RT) UMI EJ391208

Lunde, H. M. (1980). Sweeten Mathematics with M & M's. Arithmetic Teacher v28 n4 p16-17 Dec 1980. Ideas are presented for using candy M & M's as materials to teach mathematics. Six different activities are reviewed. (MP) Reprint: UMI EJ237423


Martin, K. (1989). The Mathematics of Bouncing Balls. School Science and Mathematics v89 n2 p157-65 Feb 1989. Describes an activity which uses the computer to produce an environment that encourages an inductive reasoning approach to ratio and proportion through a billiard ball simulation. Provides examples of graphs and bouncing ball data. (RT) UMI EJ391161

Marty, R. H. (1987). Experiential Mathematics. Journal of Experiential Education v10 n3 p38 Fall 1987. Illustrates how the concept of function, which is fundamental to all of mathematics, might be explored in a student-centered learning situation. Stresses the teacher's role as that of a guide, permitting students at times to attempt methods that seem certain to fail. (NEC) EJ377940

Masingila, J. O. (1993). Learning from Mathematics Practice in Out-of-School Situations. For the Learning of Mathematics v13 n2 p18-22 Jun 1993. Discusses suggestions for the learning and teaching of mathematics based on a study examining the mathematics practices of carpet layers. Suggestions are made from the areas of (1) the school mathematics curriculum; (2) the methods used to teach school mathematics; and (3) research in mathematics education. (MDH) EJ473509

May, L. J. (1994). Teaching Math: Real Life Math and the World of Shopping. Teaching Pre K-8 v24 n4 p34-35 Jan 1994. Discusses how grocery shopping activities can help primary and intermediate grade students develop mathematics skills useful in real life. (BB) UMI Report/ISSN: ISSN-0891-4508 EJ476431

McBroom, G. (1997). Field Trip: Multimedia and the Curriculum. TECHNOS v6 n1 p14-18 Spr 1997. Describes the development of the Academy of Communications and Multimedia Technologya school-to-work program integrating English, social studies, and mathematics with multimedia, art, and television productionat Mainland High School in Daytona Beach, Florida. Discusses the program's goals, student recruitment, roles of business partners (such as Kodak and Apple) and parents, administrative support, and current operations. (PEN) Report/ISSN: ISSN-1060-5649 EJ544683

McGehe, C. (1991). Make Math a Picnic. Instructor v101 n2 p16 Sep 1991. Suggests math activities for elementary students that are designed to strengthen problem-solving, computation, and calculator skills by revolving around the real-life situation of a picnic. The article suggests designing a class project to plan and carry out a class picnic, stressing the use of mathematics and calculators. (SM) Report/ISSN: ISSN-1049-5851 EJ436788

McGrath, & Diane, E. (1989). Software Reviews. School Science and Mathematics v89 n2 p169-71 Feb 1989. Provides reviews of courseware entitled: "Mystery Matter," which is a series that supplements the basic inquiry process; "Jumping Math Flash," which is an arcade-game program with arithmetic problems; and "Quest for Files: Science Rocks and Minerals The Upper Crust," which is a database program for earth science. Includes availability and costs. (RT) UMI EJ391162

McLaughlin, H. (1992). Activities. Mathematics Teacher v85 n5 p360-61,367-70 May 1992. Presents activities to teach the formula for the area of a rectangle that require students to determine the cost of refurbishing their school's tennis courts. Students collect their own data, organize information, and make decisions individually and as a group to solve the problem. Worksheets are provided. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ449198

Menis, J. H. (1988). Student Perceptions on the Conditions of Learning the Proportion Concept in Canadian Upper Secondary Science (Physics, Chemistry, Biology) Classes; Results from the Second International Science Study (S.I.S.S.) in Canada. Journal of Research in Science Teaching v25 n3 p225-32 Mar 1988. Reports on a study of Canadian upper secondary science students' achievement of the concept of proportion. Results indicated that, in classes where the proportion content was emphasized by the teachers, higher achievement was demonstrated. (TW) UMI EJ368081

Mills, H., & Clyde, J. J. A. (1992). Learning Math: "Five Children and One Teacher All Playing Frisbee.". Dimensions of Early Childhood v21 n1 p29-31 Fall 1992. Profiles a very perceptive teacher of transition and first grade classes and three of his insightful students. The profile illustrates how mathematics is embedded in the activities of everyday life, including playground activities, and how teachers can help young children learn to think as mathematicians think. (BB) Report/ISSN: ISSN-0160-6425 EJ456275

Mollet, D. (1991). How the Waldorf Approach Changed a Difficult Class. Educational Leadership v49 n2 p55-56 Oct 1991. Shows how Waldorf methodology, an approach advocating learning as a cooperative venture and nurturing the creative and the artistic, helped a fourth grade teacher inspire a normally uncooperative class to learn fractions. A story involving a young farmer struggling to feed his horses properly was used and accompanied by the children's own drawings. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ432785

Moss, J. (1997). Math That Makes Sense. Learning v25 n4 p52-56 Jan-Feb 1997. The National Council of Teachers of Mathematics curriculum standards recommend encouraging active learning, providing diverse topics, creating supportive environments, and offering ongoing assessment. The article describes how some people implement the standards using such strategies as making math physical, noting math in everyday life, sending math home, and playing educational games. (SM) Report/ISSN: ISSN-0090-3167 EJ540270


Newbury, M. (1994). An Environmental Approach to Pupils with Special Needs. Environmental Education v45 p30-31 Spr 1994. Describes the interdisciplinary approach of one British school for handicapped students to make students aware of environmental issues and to foster active participation in the care of the school and the extended environment. Discusses activities designed for the elementary, middle, and senior schools integrating environmental education into science, mathematics, language arts, and geography classes. (MDH) UMI Report/ISSN: ISSN-0095-8964 EJ480089


O'Shea, T. (1991). A Diary of Two Problem Solvers. Mathematics Teacher v84 n9 p748-53 Dec 1991. During a six-week methods course for preservice elementary school teachers, student pairs were asked to solve a problem and record their experiences in a dairy. Presented are the dairy entries of two students as they worked on determining the number of squares that can be formed on a five-peg geoboard. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ438350

Oers, B. v. (1996). Are You Sure? Stimulating Mathematical Thinking during Young Children's Play. European Early Childhood Education Research Journal v4 n1 p71-87 1996. An observational study investigated which teaching opportunities within a role play activity could be considered valuable for the improvement of mathematical thinking. Observations indicated many such opportunities, suggesting that if teachers manage to make use of such teaching opportunities, children can explicitly reflect on the relationship between symbols and meanings within play activities. (MOK) Report/ISSN: ISSN-1350-293X EJ528180

Ohanian, & Susan, C. (1992). Energize Your Math Program]. Instructor v101 n8 p44-46,48-49 Apr 1992. The article presents strategies used by elementary teachers from around the country to promote mathematics learning in the classroom. Their ideas include using manipulatives, participating in cooperative learning, keeping math journals, collecting portfolios, and reading literature that relates to math concepts in real life. (SM) UMI Report/ISSN: ISSN-1049-5851 EJ446607

Orion, N. (1993). A Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum. School Science and Mathematics v93 n6 p325-31 Oct 1993. Presents a practical model for planning and implementing a field trip as an integral part of the science curriculum. Reviews the literature related to the role of field trips in the learning process; describes the model; and provides an example implementing the learning cycle method. (Contains 17 references.) (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ480158


Peck, D. M., & Jencks, S. S. M. (1981). Share and Cover. Arithmetic Teacher v28 n7 p38-41 Mar 1981. Research on the conceptual notions of fractions held by students at various levels of schooling is discussed. A method of approach to instructing students on fractions that seems to hold considerable promise is also covered in detail. (MP) Reprint: UMI EJ242909

Penafiel, A. F., & White, A. A. L. (1989). SSMILES: Exploration of the Mean as a Balance PointGrades Six-Nine. School Science and Mathematics v89 n3 p251-58 Mar 1989. Described is a lesson in which the midpoint of the measuring stick (center of gravity), the balance point of the stick (fulcrum) and the arithmetic mean are assumed to be the same point. Provides content background, lesson outline, procedure, evaluation, teacher notes, and diagrammatical representations. (RT) UMI EJ391210

Piele, D. T. (1980). How to Solve ItWith the Computer. Creative Computing v6 n9 p126-31 Sep 1980. Ideas and examples that support the problem-solving role of computers in the classroom are given: procedures, techniques, and sample problems that can be used with beginning, intermediate, and advanced students have been included. (MP) Reprint: UMI EJ232846

Price, J. Y. (1994). Getting Kindergartners Involved in Math. Teaching Pre K-8 v24 n4 p82-83 Jan 1994. Discusses how teachers can involve kindergarten children in learning mathematical concepts by basing such learning on the students' personal, real-world experiences. (BB) UMI Report/ISSN: ISSN-0891-4508 EJ476427


Rahim, M., & Sawada, D. (1989). Inventing Tangrams through Dissection-Motion Geometry. School Science and Mathematics v89 n2 p113-29 Feb 1989. Discusses an activity for the use of tangrams in which students flip, rotate, slide, or patch the pieces in order to construct a particular shape. Examples include provisions for constructing two trapezoids; transforming a scalene triangular region into quadrilaterals of equal area; and transforming a cross into a picture frame. (RT) UMI EJ391157

Rice, J., & Others, A. (1993). 100 Great Ideas. Learning v22 n1 p23-28,33-37,42-47,52-57,62-63,69-76 Aug 1993. Presents a collection of 100 creative teaching ideas from educators nationwide. The suggestions cover across-the-curriculum teaching tips for language arts, math, science, and social studies; tips on classroom management, cooperative learning, computers, thinking skills, and self-esteem. A bonus page for students is included. (SM) UMI Report/ISSN: ISSN-0090-3167 EJ471832

Richards, W. S. (1982). A Visitor from SQ. Arithmetic Teacher v29 n9 p16-17 May 1982. A description of a planet in the shape of a cube where everything was built from squares and parts of squares is presented. The story is used as a background for several paper folding exercises that explore several geometric shapes. Solutions to the problems stated are included. (MP) Reprint: UMI EJ262345

Rivard, L. (1989). A Teacher's Guide to Science Fairing. School Science and Mathematics v89 n3 p201-07 Mar 1989. Described is a teaching model for orienting the teachers to the role of facilitator and resource person during science fairing. Cites steps involved in carrying out a science project, examples of hypotheses, and illustrations of various components of a project. (RT) UMI EJ391204

Rivkin, M. S. (1991). "Feeling Is First" In ECE Science and Mathematics. Teaching Education v3 n2 p171-76 Win-Spr 1991. Describes a mathematics and science course designed to inspire early childhood education preservice teachers. They learn to interest young children by engaging in the kinds of science and math activities used with young children. These activities arouse feelings, stimulate curiosity, and offer opportunity for engagement. (SM) Report/ISSN: ISSN-1047-6210 EJ431982

Robbins, S. L. (1990). Exploring Math, Discovering Wonder]. Perspectives in Education and Deafness v8 n5 p6-8 May-Jun 1990. This article describes "Math Their Way" techniques for experiential learning of math concepts by deaf children. Finding, comparing, and creating patterns are emphasized at conceptual, connecting, and symbolic levels. Graphing, counting, and measuring exercises are described, as well as ways to steer free time and exploratory learning toward math and pattern-oriented toys and activities. (PB) Report/ISSN: ISSN-0036-6439 EJ413267

Rosenthal, B. (1992). Discovering and Experiencing the Fundamental Theorem of Calculus. Primus v2 n2 p131-54 Jun 1992. Offers calculus students and teachers the opportunity to motivate and discover the first Fundamental Theorem of Calculus (FTC) in an experimental, experiential, inductive, intuitive, vernacular-based manner. Starting from the observation that a distance traveled at a constant speed corresponds to the area inside a rectangle, the FTC is discovered, validated, and generalized. (Author/MDH) Report/ISSN: ISSN-1051-1970 EJ453540


Sanders, W. J. (1980). Teaching Elementary Mathematics as a Science. School Science and Mathematics v80 n6 p453-56 Oct 1980. The teaching of mathematics as a science to elementary school children is promoted. Use of the scientific method in learning is presented as a form of experiential or discovery teaching. (MP) Reprint: UMI EJ232935

Saunders, W. L. (1992). The Constructivist Perspective: Implications and Teaching Strategies for Science. School Science and Mathematics v92 n3 p136-41 Mar 1992. Discusses the role constructivist learning theory is taking in the change of teaching strategies in the science laboratory. The laboratory moves from a place where knowledge is verified to one where relationships are actively investigated through hands-on, cooperative activities. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ445053

Schifter, D. (1993). Mathematics Process as Mathematics Content: A Course for Teachers. Journal of Mathematical Behavior v12 n3 p271-83 Sep 1993. Describes the structure and content of SummerMath for Teachers, an experimental mathematics course designed to help inservice teachers become mathematical thinkers. The course was organized around mathematical explorations and focused on mathematical processes. Includes excerpts from teachers' journals. (Contains 17 references.) (MKR) Report/ISSN: ISSN-0732-3123 EJ484116

Schiller, D. (1987). An Infinite Variety of Names. Arithmetic Teacher v35 n3 p12-13 Nov 1987. An elementary school mathematics program can be structured to allow students to practice computational skills and also become familiar with concepts that need to be mastered in algebra. The activities described begin with students' life experiences, continue through concrete and pictorial experiences, and conclude with abstract activities and problem solving. (RH) UMI EJ361645

Schlange, L. (1995). Using Real-World Data and Simulations to Teach High School Mathematics. Teaching and Change v2 n4 p315-29 Sum 1995. "The Systemic Initiative for Montana Mathematics and Science," based on a successful Dutch nontraditional curriculum, was used by a mathematics teacher to help ninth graders apply previously learned skills. Creative learning modules provided hands-on experience and helped students carry concrete knowledge to more abstract levels, becoming better problem solvers. (SM) Report/ISSN: ISSN-1068-378X EJ510983

Schroeder, B., & Strosnider, R. (1997). Box-and-Whisker What?: Deaf Students Learnand Write aboutDescriptive Statistics. TEACHING Exceptional Children v29 n3 p12-17 Jan-Feb 1997. This article describes three math units that teach statistics to middle school students with deafness. Students learn about ratios, percentage, and graphing; sampling and descriptive statistics; and means and medians. Students discuss the statistical processes in sign language, and write about them in English. (CR) Report/ISSN: ISSN-0040-0599 EJ537607

Sherman, H. (1993). An International Store to Integrate Global Awareness, Math, and Social Studies. Social Studies and the Young Learner v6 n1 p17-18,24 Sep-Oct 1993. Maintains that elementary teachers are encouraged to integrate the curriculum to motivate students. Describes an instructional unit in which students set up and run an "international store," in which the items are priced in foreign currency. Provides recommendations on designing the unit and operating the store. (CFR) UMI Report/ISSN: ISSN-1056-0300 EJ478459

Smith, R., & L., C. (1988). Bibliography. Computer-Oriented Projects, 1987. Journal of Computers in Mathematics and Science Teaching v7 n3 p84-85 Spr 1988. Provides an annotated list of references on computer-oriented projects. Includes information on computers; hands-on versus simulations; games; instruction; students' attitudes and learning styles; artificial intelligence; tutoring; and application of spreadsheets. (RT) UMI EJ374151

Smith, S. R., & Others, A. (1980). Modes of Instruction for Teaching Linear Measurement Skills. Journal of Educational Research v73 n3 p151-54 Jan-Feb 1980. Instruction of linear measurement skills to first and second graders is found to be more effective when taught in a manipulative context than in a graphic context. No differences are observed between manipulative and abstract instructional methods. (JMF) Reprint: UMI EJ231175

Smith, S. Z., & Others, A. (1993). What the NCTM Standards Look Like in One Classroom. Educational Leadership v50 n8 p4-7 May 1993. The National Council of Teachers of Mathematics recently published two documents emphasizing solving nonroutine problems in meaningful contexts. "Curriculum and Evaluation Standards for School Mathematics" (1989) describes what students should know and a framework for developing appropriate curricula. "Professional Standards for Teaching Mathematics" (1991) describes how mathematics should be taught. A midwestern middle school is successfully piloting these standards. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ462448

Speer, W. R. (1997). Exploring Random Numbers. Teaching Children Mathematics v3 n5 p242-46 Jan 1997. Presents an investigation, applicable for grades 3-6, that focuses on the concept of randomness and encourages children to conjecture and to conduct experiments which verify or contradict their intuitions. Involves using hands-on explorations, collecting data, and drawing conclusions on the basis of the information. (JRH) Report/ISSN: ISSN-1073-5836 EJ536645


Tankersley, K. (1993). Teaching Math Their Way. Educational Leadership v50 n8 p12-13 May 1993. Teachers at a K-8 urban school in Phoenix, Arizona, worked to develop an effective math program that generated student interest and positive self-esteem. They eventually set aside classroom and large enclosed porch area to house math manipulative lab, where children could learn new concepts at concrete level. Results are excitement about math and substantially improved state achievement test scores. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ462450

Tate, W. (1995). Mathematics Communication: Creating Opportunities to Learn. Teaching Children Mathematics v1 n6 p344-49,369 Feb 1995. Discusses the importance of mathematical communication that builds on the lives and experiences of all students, particularly African American students in urban schools. Discussion includes understanding the problem, centricity, communication, problem posing, conflict, and persuasion. (26 references) (MKR) UMI Report/ISSN: ISSN-1073-5836 EJ503942

Tate, W. F. (1994). Race, Retrenchment, and the Reform of School Mathematics. Phi Delta Kappan v75 n6 p477-80,482-84 Feb 1994. Our highly technological society requires that all students be empowered to use mathematics to defend their rights and see behind political control agendas. Situations (such as computer-modeling decisions) are often "mathematicized" to stifle those unable to construct their own mathematically based arguments. African-American students need more opportunity to link mathematics to their everyday lives. (Contains 39 references.) (MLH) UMI Report/ISSN: ISSN-0031-7217 EJ477566

Tracy, D., & M., E. (1993). SSMiles. School Science and Mathematics v93 n7 p373-84 Nov 1993. Presents two multiple-lesson activities that integrate science and mathematics. Lessons involve hands-on activities for grades 4-5 to develop the notion of average around building a racer; and accurately estimating and measuring crystal growth in grades 8-12. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ478332

Trotter, A. (1994). Coal Miner's Daughter. Executive Educator v16 n2 p36-38 Feb 1994. Applied academics is the watchword in several West Virginia secondary schools. Instead of sitting in classrooms, junior high students are measuring floor tiles, estimating stadium seating capacity, or launching models to study acceleration; high school students are creating a complicated model-railroad layout and a computer-controlled system to run it. Particulars of Sandra Carrol's innovative Tech Prep program are explained. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ477543

Troutner, J. (1988). Computer Literacy. Teaching Geometry through Inquiry. Journal of Computers in Mathematics and Science Teaching v7 n3 p9-11 Spr 1988. Explains a unified approach to using the computer as a teaching tool for helping students discover concepts and principles involved in geometry. Describes the Geometric Supposer series which allows students to develop constructions and measure angles, areas, and circumferences. States that supplemental materials are also available. (RT) UMI EJ374132

Trumbull, D. J. (1991). Education 301: Knowing and Learning in Science and Mathematics. Teaching Education v3 n2 p145-50 Win-Spr 1991. Describes a secondary science and mathematics teacher education course at Cornell University which encourages students to think reflectively about their understanding of subject matter and question common schooling practices contributing to poor understanding of science. The course requires significant amounts of involvement through writing, reading, discussion, and hands-on activities. (SM) Report/ISSN: ISSN-1047-6210 EJ431980


Vatter, T. (1992). Teaching Mathematics to the At-Risk Secondary School Student. Mathematics Teacher v85 n4 p292-94 Apr 1992. Presents a solution to the problem of helping high-risk students develop the mathematics skills they need. Suggests that individualized projects, providing students with hands-on learning experiences that are tied in with the real world, be employed to build student self-esteem. Appendices provide example projects. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ446401

Venger, A. L., & Gorbov, S. S. F. (1993). Psychological Foundations for an Introductory Course of Mathematics for Six Year Olds. Focus on Learning Problems in Mathematics v15 n1 p2-13 Win 1993. Discusses an introductory mathematics course for six year olds which incorporates visual reflection of essential links and relationships, broad and flexible approaches, student actions, and meaningful cooperation of students. The four topics covered are determination of attributes, symbolic representation of relations and transformations, the number line, and number operations. (MKR) Report/ISSN: ISSN-0272-8893 EJ485496

Vinner, S., & Shillor, I. (1980). The Concept of Rule. Mathematics Teaching n91 p16-18 Jun 1980. Rule learning in mathematics among elementary school children is described. Samples of dialogue between experimenters and children are presented, and the concept of rule learning is described in relation to two subgroups, gifted children and "regular" ones. (MP) EJ231038

vonEschenbach, J. F., & Ragsdale, C. (1989). The Integration of Elementary Social Studies and Mathematics through Experiential Learning. Social Studies v80 n6 p225-28 Nov-Dec 1989. Investigates the effects of an experiential classroom environment on children's learning through the integration of mathematics and social studies. Findings support the contention that children learn better by doing. Concludes that children are more attentive to their learning, achieve a deeper insight or meaning of the concepts, and are able to apply the information. (GG) UMI EJ404436


Winders, A., & Yates, B. (1990). The Traditional Science Laboratory versus a Computerized Science Laboratory: Think Carefully before Supplanting the Old with the New. Journal of Computers in Mathematics and Science Teaching v9 n3 p11-15 Spr 1990. Discussed is the integration of microcomputers into the science laboratory curriculum. The approach provides an exposure to important aspects of computer technology while preserving concrete experiences provided by hands-on laboratories. (CW) UMI Report/ISSN: ISSN-0731-9258 EJ415493

Winemiller, J., & Others, A. (1991). The Rocket Project. Science Scope v15 n2 p18-22 Oct 1991. Describes an extra credit science project in which students compete to see who can build the most efficient water rocket out of a two-liter pop bottle. Provides instructions on how to build a demonstration rocket and launching pad. (MDH) UMI Report/ISSN: ISSN-0887-2376 EJ467772

Winn, W., & Bricken, W. (1992). Designing Virtual Worlds for Use in Mathematics Education: The Example of Experiential Algebra. Educational Technology v32 n12 p12-19 Dec 1992. Discussion of the use of virtual reality (VR) to help students learn highlights the use of VR with elementary algebra. Learning theory is examined, including knowledge construction; knowledge representation is discussed, including the symbol systems of algebra; and spatial algebra is described and illustrated. (34 references) (LRW) UMI Report/ISSN: ISSN-0013-1962 EJ456186

Winograd, K. (1992). What Fifth Graders Learn When They Write Their Own Math Problems. Educational Leadership v49 n7 p64-67 Apr 1992. In one Colorado fifth grade classroom, math period begins with Mathematician's Chair, an activity allowing students to share their problems with entire class. Using this technique, students became adept at writing math problems, solving their own and peers' problems, using math-related writing as important medium of social discourse, and making connections between school math and everyday experience. (MLH) UMI Report/ISSN: ISSN-0013-1784 EJ442795

Wood, J. B. (1990). Utilizing the Spreadsheet and Charting Capabilities of Microsoft Works in the Mathematics Classroom. Journal of Computers in Mathematics and Science Teaching v9 n3 p65-71 Spr 1990. Presented are ideas for the utilization of Microsoft Works in the secondary mathematics classroom. The spreadsheet and graphing capabilities of this software package are demonstrated for several topics including the concept of slope for first year algebra, and creating and interpreting graphs for a general mathematics class. (Author/CW) UMI Report/ISSN: ISSN-0731-9258 EJ415499

Woodward, E., & Others, A. (1991). Cemetery Mathematics. Arithmetic Teacher v39 n4 p31-36 Dec 1991. Describes an eight-day graphing unit for grades four through six using data collected from a local cemetery. Provides the activities of each day and excerpts of discussions taking place during the lessons. Concludes that working with real data helps students construct meaningful graphs. (MDH) UMI Report/ISSN: ISSN-0004-136X EJ446369

Wright, M. D., & Foster, P. P. N. (1996). Constructive Activity for Teaching Elementary-School Math and Communications. Technology Teacher v56 n2 p20-25 Oct 1996. An elementary education technology unit that involved converting decimal numbers into binary ones used an experiential method based on mass production. The children thus learned about place value, symbolic logic, practical math, and mass production, and at the same time such skills as following directions and listening attentively were reinforced. (JOW) UMI Report/ISSN: ISSN-0746-3537 EJ530352


Zubrowski, B. (1991). Motion: Children and the Teaching of Physical Science. School Science and Mathematics v91 n7 p297-99 Nov 1991. The value of incorporating the haptic mode into the science curriculum and expanding "hands-on experience" to "total-body experience" are discussed. The pedagogical implications of the role of movement in cognitive development are described. (KR) UMI Report/ISSN: ISSN-0036-6803 EJ438379

Zvonkin, A. K. (1993). Children and (Five Choose Two). Journal of Mathematical Behavior v12 n2 p141-52 Jun 1993. Recounts a teacher's experiences with a small group of elementary school students as they explore different forms of the combinatorics problem of choosing two out of five objects. Describes how students examine the connections between the problems and a proof of the relationship. (MDH) Report/ISSN: ISSN-0732-3123 EJ476682

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