"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…

Specific suggestions for teaching young children (ages 5-7) mathematical principles are offered, covering such concepts as addition, subtraction, multiplication, division, arithmetical laws, and utilizing a story to teach various mathematical concepts and skills. (DB)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

Discussed is research on children's understanding of zero and infinity and teaching suggestions for improving understanding. (RH)

Presents lessons and reproducible student worksheets for grades three to four and grades five to six to investigate large numbers and comprehend their magnitude. (MKR)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)

A set of square counters is described as a simple way to introduce new concepts and as a concrete way for students to learn. (MP)

Discussed are the results of interviews with 63 Australian children (interviewed in English) and 62 Nigerian children (62 interviewed in English and 60 interviewed in Yoruba) to determine how they used number concepts in discussing five demonstrations manipulating physical matter. Differences between the two groups are considered. (RH)

An argument is given for providing children with visual images for number concepts that they can internalize and which can aid understanding of numbers and their relations. (MP)

The study compared two methods of teaching an initial place value skill: a concrete, semiconcrete, abstract teaching sequence and an abstract-only presentation. Learning-disabled elementary and middle school students (N=24) using the concrete to abstract teaching sequence performed significantly better on three posttests than students taught the…

Because second grade students had difficulty in explaining what they knew about the number 15, it was suspected that they did not understand place value. Realizing every number has a place value and its place provides facility for calculation, a teacher attempted to ascertain second grade students' (N=18) knowledge of place value. Results of…

This discussion of the mathematical potential of classroom events gives many examples of incidents that can be used for learning about topics such as one-to-one correspondence, counting, sets, ordering, time, fractions, money, shape, estimation, measuring, volume, area, number operations, and graphs. (MP)

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

One student's project involved a contest of guessing how many peanuts were in a 100-pound bag. His teacher briefly reflects on the wide range of guesses and students' concept of large numbers. (MP)

Eight classroom problems dealing with number concepts are presented and accompanied by suggestions for teacher use. (MP)