In this article, the authors talk about transformation geometry being treated as little more than a set of tricks rather than as a mathematically rigorous topic. This appears to lead to pupils seeing little point in studying "reflections, rotations and translations" as other than examinable items in some future test. Following the argument…

Focuses on the role of mathematics problems in the development of better assessment and gives examples with respect to some key concepts and operations on percentage. Reports results from use of the problems with two seventh-grade classes. (33 references) (Author/MKR)

Some ideas are presented about the ways in which the three domains of metacognition, affective factors, and beliefs influence the cognitive activities of seventh graders as they solve mathematics problems. The research project, initiated in 1981, is first described. Theoretical considerations are then discussed, with sections on affects, beliefs,…

In her more than 30 years of teaching, the author has practiced differentiation in her own classroom at all educational levels. Although she is well familiar with the vocabulary, research and reasoning behind it, the most compelling answer she can give for why differentiation matters in the middle grades comes from her personal experience as an…

Discusses the views and attitudes of 7 mathematics teachers, 19 7th- and 10th-grade students, and others participating in a pilot curriculum development program stressing active methodologies and group work. Teachers approved of the new orientations but complained about the design and implementation of the program. (Contains 24 references.)…