Discusses mental computation and how and when it should be taught. Describes seven properties of mental algorithms. (YP)

Considerations of the history of similar techniques and the structure of the method itself are used to discuss this question. (MP)

A discussion is given of a method of finger reckoning in which the numbers one through ten are represented by one's fingers. (MP)

Reactions to a two-week workshop are given. Conclusions are that chisanbop has presented a misleading picture and is highly overrated. (MP)

Describes various aids and activities to help in planning lessons that will encourage the development of sound place value knowledge. Also discusses various instructional strategies to help students avoid problems which may lead to an incomplete or faulty understanding of place value. (JN)

Some patterns resulting from certain operations on numbers are discussed, analyzed, and explained. A method for predicting the outcome of these operations for any number is developed.

Projects that involve counting real things either from 1 to 100 or from 1 to 1000 are presented. The projects encourage children's guessing, ordering numbers, recording results in a variety of ways, counting elements of a subset as well as the entire set, and some problem solving. (MN)

An appeal is made for a more formal treatment of the topics of estimation and reasonableness of answers in the school mathematics curriculum. (MP)

These worksheets will provide students with experiences in identifying largest and smallest single-digit numbers, in writing names for single-digit numbers, in tests of divisibility, and in writing number sentences. (MP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

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)

Discusses the geometrical array of the keys on a calculator that can be turned into a problem-solving, problem-posing situation for the upper elementary or middle school classroom. Provides figures showing the arrays, including rows, diagonals, crosses, rhombi, angles, and squares. Lists seven references. (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)

Discusses activities using base-10-block skits to teach number system concepts in first grade classrooms. Describes the students' responses to the activities. (YP)

Describes four activities designed to discover numerical patterns using a calculator or paper and pencil. Provides tables and figures for the activities. (YP)