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February 1999, Volume 4, Issue 5


Dispelling Myths about Reform in School Mathematics
Frances R. Curcio
The myths of reform should not interfere with improving the teaching and learning of mathematics so that the citizens of the twenty-first century can acquire the knowledge and tools needed to function in an information-based, technological society.

Building on - Building Up: Proportional-Reasoning Activities for Future Teachers
Melanie Parker
Article shares "building up" strategies. A description and discussion of selected activities that have been used successfully with preservice teachers.

Teachers' Action in Community Problem Solving
David Pugalee and Carol Malloy
The professional development of teachers of mathematics is a complex process that strives to foster growth both in mathematical understanding and pedagogical expertise. The model described here helped teachers to implement reform initiatives that integrate pedagogy and content and to integrate these reform practices into the current curriculum. These goals were accomplished through structuring the professional-development activities to facilitate the development of a mathematics community made up of the instructors and the teachers.

Assessing Problem-Solving Thought
Annette Ricks Leitze and Sue Tinsley Mau
Article addresses, in detail, one method of assessment—an analytic scoring rubric—of a particular mathematical problem-solving activity.