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Stanford Univ., CA. School Mathematics Study Group. – 1971
This manual was designed for use with the first of five texts in the Secondary School Advanced Mathematics (SSAM) series. Developed for students who have completed the Secondary School Mathematics (SSM) program and wish to continue their studies in mathematics, this series is designed to review, strengthen, and fill gaps in the material covered in…
Descriptors: Algebra, Curriculum, Deduction, Geometry
Stanford Univ., CA. School Mathematics Study Group. – 1971
Topics covered in the first chapter of Unit 8 of this SMSG series include square roots, operations with radicals, operations with real numbers, and the structure of the real number system. The second chapter deals with measurement of area (for rectangular regions, other polygons, and circles), volume and surface area, computation involving…
Descriptors: Curriculum, Geometric Concepts, Instruction, Instructional Materials
Download full textBoyer, Lee E.; And Others – 1962
This publication is part of a series of guides written by Pennsylvania's Department of Public Instruction and is designed to present some of the unifying concepts in mathematics to elementary teachers. This pamphlet discusses the commutative, associative, and closure properties for addition and multiplication of whole numbers, and the distributive…
Descriptors: Curriculum, Elementary School Mathematics, Instruction, Mathematics Education
Allen, Frank B.; And Others – 1961
This nineteenth unit in the SMSG secondary school mathematics series is the teacher's commentary for Unit 17. First, a time allotment for each of the chapters in Units 17 and 18 is given. Then, for each of the chapters in Unit 17, the goals for that chapter are discussed, the mathematics is explained, some teaching suggestions are given, answers…
Descriptors: Algebra, Analytic Geometry, Curriculum, Elementary Secondary Education
Peer reviewedPrice, Michael H. – Mathematics in School, 1976
The author discusses the impact of mathematical developments around the turn of the century, and historical concerns and development of mathematics education. This article is a continuation of SE 515 504. (SD)
Descriptors: Algebra, Curriculum, Educational Objectives, History
Peer reviewedRogers, Barbara Dillard – Arithmetic Teacher, 1976
The "basic fact bug" is a diagrammatic device for use in reinforcing addition or multiplication skills. It is self-checking. (SD)
Descriptors: Basic Skills, Elementary Education, Elementary School Mathematics, Instruction
Peer reviewedWebb, Leland F. – School Science and Mathematics, 1976
Rational points in the plane were defined as points having both coordinated rational. Students solved several problems linking rational points with lines, circles, and other geometric figures. (SD)
Descriptors: Algebra, Geometry, Graphs, Instruction
Peer reviewedMcLeod, Douglas; And Others – Journal for Research in Mathematics Education, 1978
The relationship between a cognitive style variable, field-dependence-independence, and instructional treatments that differed in two dimensions of discovery learning, level of guidance and level of abstraction, was investigated with 116 prospective elementary teachers. As predicted, field-independent students did better with minimum guidance,…
Descriptors: Abstract Reasoning, Aptitude Treatment Interaction, Cognitive Style, Educational Research
Steen, Lynn Arthur – Science News, 1978
Examples are given of several compound games of strategy that involve mathematical theory and provide new bases for understanding and axiomatizing the concept of "number." (MN)
Descriptors: Educational Games, Enrichment, Games, Manipulative Materials
Weinstein, Marian – Mathematics Teaching, 1976
Use of graphs in studying greatest common divisors, least common multiples, and other concepts can illustrate patterns related to the definitions of these concepts. (SD)
Descriptors: Graphs, Instruction, Laboratory Procedures, Mathematics Education
Leeb-Lundberg, Kristina – Notes From Workshop Center for Open Education, 1977
A mathematics teacher who avoided students' questions about zero, notes that children are able to interpret this concept and any system of numeration in a language that they have made up and can understand. (AM)
Descriptors: Cognitive Processes, Elementary Education, Mathematical Concepts, Mathematical Experience
Peer reviewedWolfers, Edward P. – Arithmetic Teacher, 1971
Descriptors: Cultural Influences, Foreign Countries, Foreign Culture, Mathematics
Gundlach, Bernard H. – Nat Counc Teachers Math Yearbook (31st), 1969
Descriptors: Mathematical Concepts, Mathematical Enrichment, Mathematics Education, Mathematics History
Peer reviewedTravis, David L. – Mathematics and Computer Education, 1983
A student noticed an interesting fact about the base two numerals for perfect numbers. Mathematical explanations for some questions are given. (MNS)
Descriptors: College Mathematics, Computers, Higher Education, Mathematics
Zaslavsky, Claudia – Teacher, 1976
On a scale of "moja" to "kumi", African math studies rate "kumi" with kids. (Editor)
Descriptors: African Culture, Elementary School Mathematics, Language Acquisition, Learning Activities
