## The Montana Mathematics Enthusiast |

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### Contents

1 | |

3 | |

Historical Tidbits the Shoah and the Teaching of Mathematics | 15 |

Food for the classroom? by Theodore Eisenberg | 29 |

Critique on Eisenbergs article Flaws and idiosyncrasies in mathematicians | 35 |

Reaction to the Reactors | 37 |

Final comments on Eisenbergs paper | 45 |

similarities and differences | 47 |

The Action Map as a Tool for Assessing Situated Mathematical Problem Solving Performance | 67 |

Relationship of some psychological variables in predicting problem solving ability of inservice mathematics teachers | 79 |

how far have we come and where are we going? | 101 |

Reflections upon Teaching a PoorlyConceived Lesson | 117 |

The mathematically gifted elementary students revisiting of Eulers polyhedron theorem | 125 |

How is Mathematics Education Philosophy Reflected in the Math Wars? | 143 |

Teaching Proof at KS4 | 155 |

163 | |

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2008ŠThe Montana Council absolutist abstract action map activity theory analysis assessment attitudes behavior Brian Greer classroom cognitive actions concepts conjecture context Council of Teachers counterexamples cultural curriculum Dewey discussion efficacy belief Einstein Eisenberg elementary teachers Empiricism ethical ethnomathematics Euler's theorem example exception-barring experience external locus faces history of mathematics human in-service teachers individuals Information Age Publishing internal issue Journal Lakatos lesson locus of control math anxiety math wars mathematical cognition Mathematical Intelligencer mathematical knowledge mathematically gifted mathematicians Mathematics & Information mathematics and science mathematics anxiety mathematics education method mnemonic actions monster-barring Montana Mathematics Enthusiast nature of mathematics NCTM paper participants perspective philosophy of mathematics polyhedra polyhedron problem solving ability proof Psychology pupils question reasoning reform relationship relative frequency school mathematics self-efficacy social solid figures Sriraman structure study habits task Teachers of Mathematics teaching mathematics tidbits understanding University values variables