The author suggests using African mathematical games in school curricula to emphasize the contributions of Afro-Americans to United States' heritage and to study other cultures. Many of the games and skills are interdisciplinary and appealing to children. A stone game, geometric patterns, and counting and money systems are briefly discussed. (MR)

While most elementary teachers experience little difficulty using the decimal system for whole numbers, many do not have the desired depth of understanding for teaching the system. The focus of the material is stage-by-stage creation of a hypothetical numeration system. (MP)

Provides methods of teaching negative number operations, including addition, subtraction, and multiplication. Presents examples and activities for the operations. (YP)

Urges that the search for origins of European exploration extend to Africa and East Asia and their international trade. Cites contributions of India and the Arabs, Chinese, and Malaysians. Emphasizes the importance of mathematics, navigation, and sailing technology. Argues that without these contributions the European voyages would not have been…

The introductory level curriculum guide for bilingual education for Spanish-speaking children in the Chicago public schools is divided into four difficulty levels and is designed to facilitate acquisition of mathematical concepts by presenting them in the children's native language. At each level, the concepts covered include the meaning of…

The curriculum guide for mathematics instruction in the bilingual education program of the Chicago public schools is designed to assist teachers in the instruction of limited-English-speaking students in their native language. The guide outlines, for each of two levels, lessons on absolute and relative values of numbers, whole number operations,…

Two major ways to view the numbers to 100 are counting by ones and grouping by tens and ones. Research suggests that early understanding of numbers comes from counting and that place value instruction cannot be hurried. (PK)

This is a reprint of an address given at the Christmas National Council of Teachers of Mathematics (NCTM) meeting in 1958. It provides a critique of elementary instruction and discusses the changes necessary. It calls for fundamental change in the concept of mathematics teaching. (PDD)

This book provides a comprehensive collection of 66 teaching strategies and ideas to help overcome problems with number, each linked to a specific kind of error described in the related manual. Most of these strategies are classroom-ready and easily implemented. Some are notes for the teacher to read and then plan activities accordingly, and many…

Discussion material and exercises related to pre-algebra groups are provided in this five chapter manual. Chapter 1 (mappings) focuses on restricted domains, order of operations (parentheses and exponents), rules of assignment, and computer extensions. Chapter 2 considers finite number systems, including binary operations, clock arithmetic,…

Use of the hand-dialed, transparent, nonelectronic SEE-Calculator is proposed. Pupils can dial numbers into appropriate columns, watching the gears work; place-value concepts are enhanced. Both activities and flowcharting are suggested. (MNS)

The purpose of this article is to highlight and discuss the role of language as the link between experiences with number patterns and the emergence of algebraic notation. Discussed is a recommended approach. A sample of a written student response is provided. (CW)

Described is an activity in which students develop their own number system. This activity allow students to examine the structure and history of number systems and to discover the power and respectable efficiency of the number system used today. (KR)

Children's responses to an alternative model over three lessons were described and their learning assessed in a posttest. Their responses and performances were compared to that of a similar group of children learning through a conventional number line model. The two models were compared from practical and theoretical viewpoints. (Author/CW)

Argues that the type of calculator that is used in mathematics instruction is very important. Suggests that four-function calculators fail to give correct values of mathematical expressions far more often than do scientific calculators. (PK)