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Issues are presented concerning the difficulty which certain students of mathematics have when solving word problems. An algebraic word problem centered round the 'Achilles and the Tortoise' story is discussed.

The National Council of Teachers of Mathematics' (NCTM) Standards 2000 document has made significant contributions to the mathematics reform movement by promoting change in curriculum content and development. The NCTM document seeks to address issues such as inadequate requirements and standards, low test scores and avoidance of mathematics. Evidence shows that the NCTM's efforts are paying off as reflected in the increasing number of high school students taking calculus, geometry and trigonometry courses and the significant improvements in mathematics test scores.

The article reports on how to raise middle school math standards without necessarily raising the anxiety of students. It is observed that some students who liked math during elementary would loose their enthusiasm and performance during middle grade. Two major areas that directly affect math learning and teaching in schools are the way math is taught and the content of math lessons. The teaching approach of explain-practice-memorize is the major source of anxiety among students. The use of technology may help amplify curricula and refocus classroom activities.

Highlights the Third International Mathematics and Science Study in the United States. Concerns relative to the mathematical ability of the students; Tips in teaching mathematics to students from elementary school to middle school algebra; Emphasis on the approach in teaching algebraic expressions and arithmetic.

The effect of an excellent or master teacher's use of learning for mastery (LFM) procedures on student learning was examined. Although LFM research strongly supports a procedural effect, close scrutiny suggests a possible teacher-effect/procedural-effect confounding. The authors extended previous research reporting a main effect for mastery learning when the teacher was rated average, but no main effect for an excellent or master teacher. Performance in 2 mastery and 2 traditional classes of intermediate algebra, taught by a master teacher, was compared. Findings from a 2 × 2 randomized factorial design that controlled for repeatable or mastery testing, the LFM procedure, and pretesting indicated that student achievement on a final examination did not differ across mastery and control classes; however, instructor time was more than double in the mastery classes. [ABSTRACT FROM AUTHOR]

How teachers in the classroom can recognize their own stress level and develop a repertoire of coping strategies. [ABSTRACT FROM PUBLISHER]

Presents `Math/Science Matters: Resource Booklets on Research in Math and Science Learning,' a series of three essay collections summarizing research in mathematics and science education by Tina A. Grotzer. Focus and features of the booklets.