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Marilyn N. Suydam

Why, what, when, and how is geometry taught most effectively? Researchers have sought answers to many such recurring questions that teachers ask about the teaching of geometry. This article presents brief answers to some of these questions, describing the shape of instruction in geometry.

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Marilyn N. Suydam

As in previous years, this 19th annual listing of mathematics education research to appear in JRME contains research summaries, articles, and dissertations, listed alphabetically by author within each category. For each reference, the grade or age level is indicated (when the researcher has provided this information or it can be inferred). An index is included at the end to help readers locate studies on certain, generally broad, topics.

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Marilyn N. Suydam

This is the 12th annual listing of research on mathematics education to appear in JRME. It is organized alphabetically by author(s) within three categories (research summaries, journal-published reports, and dissertation abstracts). Grade or age is indicated for each reference, and an index of general topics is included to help readers locate studies of particular interest:

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Marilyn N. Suydam

ln this 13th annual listing of mathematics education research to appear in JRME, the references are given alphabetically by author within three categories (research summaries, articles, and dissertations). Some studies in which mathematics education was not the primary focus are included. Such studies are usually not annotated, as are studies focused on mathematics education. Annotations generally indicate one principal finding of a study, although most studies have additional findings. The original report should be checked for other results as well as for limitations affecting the validity of the findings.

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Marilyn N. Suydam

In this 14th annual listing of mathematics education research to appear in JRME, the references are given alphabetically by author within three categories (research summaries, articles, and dissertations). Studies focused on mathematics education are annotated, whereas studies in which mathematics education was not the primary focus are usually not annotated. Annotations generally indicate one principal finding of a study, although most studies have additional findings. The original report should be checked for other results as well as for limitations affecting the validity of the findings.

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Marilyn N. Suydam

This 15th annual listing of mathematics education research to appear in JRME presents references alphabetically by author within three categories (research summaries, articles, and dissertations). Grade or age is indicated for each reference, and an index is included to help readers locate studies of particular interest.

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Marilyn N. Suydam

Every year since 1971, this introduction has said basically the same thing. This year will not be any different. Much as I have struggled to find something different to say, the fact remains that it is only an introduction: The references that follow are the reason for these pages.

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Marilyn N. Suydam

This 17th annual listing of mathematics education research to appear in the JRME presents, as usual, references listed alphabetically by author within three categories: research summaries, articles, and dissertations. Grade or age is indi cated for each reference, and an index is included to help readers locate studies of par ticular interest. This index does not include all studies, nor is it detailed. Rather, it lists studies within broad topics. To provide a more detailed index would consume too much space.

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Marilyn N. Suydam

This 18th annual listing of mathematics education research to appear in the JRME contains research summaries, articles, and dissertations, listed alphabetically by author within each category. For each reference, the grade or age level is indicated (when the researcher has provided this information or it can be inferred). An index is included at the end to help readers locate studies on certain, generally broad, topics.

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Marilyn N. Suydam

A study of textbooks written about the teaching of elementary school mathematics during the past hundred years is an enlightening process—and an enjoyable one! Some of the statements made by these educators indicate a degree of romanticism, others stress then-current psychological beliefs, while still others are universal generalizations. Perhaps teachers will find the following samples provocative.