The inclusion of probability in the school curriculum is argued to be justified on mathematical, psychological, and social grounds. Contemporary teaching approaches are suggested as sufficient. (MP)

Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

The interpretations by first graders of mathematics illustrations designed to teach relationships between sets are reviewed. (MP)

This study sought to identify prerequiste concepts for a child to perform length measurement meaningfully. Conservation of length and use of transitive reasoning were major areas identified. Implications for teaching are given, especially concerning the use of a number line as a model for presenting arithmetic operations. (LS)

Discusses how teachers can help students make the transition from using manipulative materials to abstract mathematical symbols. Includes: (1) a definition of the transition state; (2) ways to bridge the gap (by asking questions and by using activities); and (3) a specific example (teaching place value). (JN)

A brief description is presented of a curriculum offered in one school system that applies much of the available research on how children learn. Materials used, goals for instruction, concepts emphasized, and intellectual processes engaged in each of grades kindergarten through third are noted. (MP)

The use of clocks in instruction in the elementary school classroom is reviewed. The use of nonstandard units of measure and conceptualizing the idea of time duration are two of the areas investigated. (MP)

Three elements relating to reading in mathematics are discussed: language and mathematics, readability and mathematics materials, and suggestions for improvement of reading in mathematics. (MP)

Discusses developmentally appropriate activities for teaching counting skills for kindergarten and early first-grade programs. Describes four activities: (1) counting on; (2) counting back; (3) auditory patterning; and (4) visual patterning based on the 10-frame. (YP)

Here are some ideas that the nursery-school teacher might suggest to parents as ways to set the stage for learning in mathematics for their children. (MN)