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May 1999, Volume 5, Issue 9


Strategies for Basic-Facts Instruction
Andrew Isaacs and William Carroll
A strategies-based approach to the basic facts has several advantages. First of all, it works-- children do learn their facts. Rathmell (1978) found that teaching children thinking strategies facilitates their learning and retention of basic facts. More recent studies have confirmed this effect again and again. A strategies-based approach also builds students' understanding and confidence.

Using Alternative Algorithms with Preservice Teachers
Linda Simonsen and Anne Teppo
A set of tasks using a child's invented strategy and a nonstandard algorithm to illustrate one way to facilitate the development of both mathematical and pedagogical dispositions.

Getting Students Actively Involved in Geometry
Stuart Robertson
This sampling of activities describes ways to get students actively involved with geometry and, when teamed with other methods of instruction, gives students multiple ways to experience these concepts. The activities do not require large amounts of preparation or special equipment, making them adaptable to many classroom settings and usable as a great starting point for those who wish to infuse their teaching with greater student involvement.

Some Like It Hot: Promoting Measurement and Graphical Thinking by Using Temperature
Deborah Moore
Temperature activities present a meaningful background from which teachers may introduce mathematical concepts. This article offers for many grade levels measurement and graphing activities that use temperature as a common theme.

Teaching and Learning Creatively: Using Children's Narratives
Ana Lo Cicero, Yolanda De La Cruz, Karen Fuson
Aimed to bridge the gap between research and practice by describing current research and demonstrating its importance and applicability to practicing classroom teachers, curriculum developers, and administrators.