An informed view of the role of proof in mathematics leads one to the conclusion that proof should be part of any mathematics curriculum that pmpotts to reflect mathematics itself, and furthermore that the main function of proof in the classroom reflects one of its key functions in mathematics itself: The promotion of understanding. Yet developments in both mathematics and mathematics education...

In this paper, parametric technology display and a mathematical model of technology spillover as a different approach based on the technology changes would be discussed. The recently action that will be accomplished through formation matrices of technological changes, measure of technology spillover and other concepts along with a variety of matrices types. Several examples are given and the re...

The objective of this paper is to describe a simulationoriented computer environment designed to introduce probability and a teaching experiment that evaluates its effectiveness. This learning environment is a mathematical microworld named Chance. It is a consensual opinion that an understanding of probability and the related area of statistics is essential to being an informed citizen (Nationa...

Introduction: Reforming the mathematics curriculum SimCalc's mission is to enable all children to learn the mathematics of change beginning in the early grades. This mathematics is conventionally sequestered in elite calculus courses after many prerequisites, which denies access to critically important ideas of rate, accumulation, approximation, limit, mean value, etc. We aim to teach these ess...

This paper addresses mathematics education in the Netherlands and provides a guided tour through the main aspects of the Dutch approach to mathematics education. The title of the paper also refers to the guidance aspects of mathematics education, the role of the teacher and of the curriculum. The tour will focus on the number strand in primary school mathematics. The two main questions to be de...

The need for curricular reform in K-4 mathematics is clear. Such reform must address both the content and emphasis of the curriculum as well as approaches to instruction. A longstanding preoccupation with computation and other traditional skills has dominated both what mathematics is taught and the way mathematics is taught at this level. As a result, the present K-4 curriculum is narrow in sco...

A study conducted in 1985 and 1986 attempted to discover if a curriculum based on a conceptual framework results in students using the concepts in a way that indicates they are of value. Results showed that students were able to recognize and articulate some of the concepts examined in the study, but there was no evidence that this ability was transferred to problem-solving activity in either s...

Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are “faded” into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three conditions: generic, in which the concept was instan...