Presents an activity using fractal cards--eye-catching pop-up cards--by applying simple iterative processes to single sheets of paper. This activity incorporates the concepts of measurement, number systems, sequences, series, limits, recursion, iteration, self-similarity, and fractional dimensions. Contains 12 references. (ASK)

As students translate number words into the language of mathematics they explore number composition, equivalent expressions, and patterns in numbers and words. (MKR)

This booklet is designed to introduce computers to children. A letter to parents is provided, explaining that a unit on computers will be taught which will discuss the major parts of the computer and programming in the computer language BASIC. Suggestions for teachers provide information on starting, the binary system, base two worksheet, binary…

Instruction on properties of whole numbers, the meanings of operations on whole numbers, symbolic representation and algorithms for completing these operations is discussed. Many activities appropriate to each of these topics, and suitable for primary school children, are presented. (SD)

A series of activities designed to help primary school children understand the meaning of the term "fraction," the symbolization, and equivalence of fractions are presented. Identification of units and pictorial representation are stressed, as is the uses of concrete materials. (SD)

Patterns emerging when two-digit numbers in various bases are operated on by squaring and summing the digits. (SD)

Several topics concerning numeration systems that are appropriate for small group projects are suggested. (DT)

The history of Hawaiian number systems is examined, and answers to questions regarding Hawaiian number words, including their origin and factors that influenced their development, are covered. A brief guide for pronouncing Hawaiian words is also provided. (MP)

Described is a study designed to extend a theoretical model of children's progression from a perceptual to an abstract concept of number. The implications of this research for the design of mathematics curricula are discussed. (CW)

Presents examples of 3-by-3 and 4-by-4 magic squares. Proves that the numbers 1 to 10 can not be fitted to the intersections of a pentagram and that the sum of the 4 numbers on each line is always 22. (YP)

Problems are presented that can be solved with a microcomputer which explore the binary, decimal, and hexadecimal number systems and related problems. (Author/TG)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)

A square-dance number is defined as an even number which has the property that the set which consisted of the numbers one through the even number can be partitioned into pairs so that the sum of each pair is a square. Theorems for identifying square-dance numbers are discussed. (YP)

Shows numeral systems using base-10 positional systems currently in use in other countries. Describes two of the systems, Arab and Nepalese, and one, Chinese, that operates on a different principle. Provides references for getting more information about diverse numeral systems. (YP)

The content of the standards focusing on numbers and numeration for grades K-8 are discussed. Several activities for developing number concepts and skills are described. (YP)