Discusses cooperative learning and describes a method of implementing a cooperative-learning setting called Exchange of Knowledge. Contains 28 references. (ASK)

Argues that assessment is not consistent with curricular or pedagogical reforms. Presents an assessment format and several variations that incorporate both individual and group work. Outlines a testing format that promotes the alignment of the assessment of student mathematical achievement and skills with some of the curricular reforms occurring…

Discusses the mathematics education philosophy of J. W. A. Young and how it compares to the principles in the National Council of Teachers of Mathematic's "Curriculum and Evaluation Standards for School Mathematics." Elaborates on Young's views concerning rote learning, establishing connections between mathematics and other disciplines,…

Shares students' experiences with working geometrical proofs in cooperative groups. Presents an example of week-long group take-home test. (ASK)

Describes desktop teaching which involves giving students individual topics and having them prepare lessons on those topics to share with the class. Presents the structure of desktop teaching including how to prepare, introduce, set up, implement, and evaluate it. Emphasizes that desktop teaching helps students engage in discussing and learning…

In order for teachers to use cooperative-learning strategies effectively, they must become sensitized to the many complexities of the technique. Explains how a mathematics teacher-education class can engage pre-service and in-service teachers in a cooperative-learning activity that can be used both as a model and as a subject for reflection and…

Describes how a researcher used student cooperative-learning teams to contribute test items. Discusses the questions generated by students and concludes that teachers have the flexibility to encourage students to generate and solve their own problems. Also concludes that students have the opportunity to be creative and formulate and pose questions…

Presents activities involving multiple embedded figures beginning with the problem of counting the number of squares on a checkerboard. Offers several extensions and assessment suggestions. Includes student worksheets. (MKR)

Introduces a technique for developing tasks suitable for group investigation where students work from sets of numerical examples toward making generalizations. (ASK)

Describes a transformational geometry project in which groups of students explore symmetry, reflections, translations, rotations, and dilations to design and create one hole of miniature golf large enough to play on. Includes unit plan for transformational geometry. (MKR)

Project questions are real-world problems with multiple solutions, no obvious solution sequence, requiring hands-on data collection, and investigation of topics within and outside mathematics. Discusses evaluation of solution processes, describes a detailed example involving the trajectory of a baseball, and suggests 19 other project questions.…

Presents a lesson combining statistics, algebra, and economics in which students create their own mathematical functions and make inferences from those functions. Students learn about the relationships among profit, revenue, and cost. Includes reproducible student group report form. (MKR)

Presents and discusses three instruments to evaluate: (1) student self-assessment; (2) assessment of cooperative learning tasks; and (3) student assessment of their teacher's effectiveness. Examples of the instruments are provided. (MDH)

A project in which students can develop their understanding of mathematical concepts through the collaborative writing of word problems is discussed. Worksheets for project requirements and daily requirements are provided. A Thanksgiving project is proposed. The use of a fashion modeling problem in the statistics classroom is described. (CW)

Described are classroom strategies chosen to elicit greater involvement by students in the learning process and to furnish opportunities for practice in critical thinking. The advantages and disadvantages of this teaching approach are discussed. (CW)