Presents teaching methods to rectify the tendency of students and even teachers to divide the smaller number into the larger in problem situations requiring division, while recognizing the impossibility of the answer in the situation. (MDH)

Teaching the mathematical concepts of greater than and less than without their mathematical symbols is discussed. (JT)

Empty food containers can be used to have students devise mathematical problems. Sample questions that might be asked about two food boxes are included. (MNS)

The problem of placing stamps on a grid is presented, with variable forms of the problem and various levels of the solution described. (MNS)

Interrelationships between problem solving and number sense are discussed. Suggestions are given on helping children to search for a solution process and to reject unreasonable answers. The teacher's role in developing number-sense skills with problem-solving tasks is also discussed. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

A game similar to Nim is described. Students in grades three through six have played the game in conjunction with the study of modular arithmetic,and have been able to develop winning strategies. (SD)

A case is made for a comprehensive curriculum that includes strong competencies with not only number ideas and computation, but also with other mathematical topics such as geometry, statistics, probability, and estimation. (MP)

Two activities are presented. The first involves geometric concepts using the alphabet, while the second is a game to provide practice in finding factors of composite numbers. (MNS)