"Improving Mathematics in the Early Years and Key Stage 1" reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds. Recommendations include integrating maths into different activities throughout the day -- for example, at registration and snack time -- to familiarise children…

Argues that number concepts are not single-faceted ideas that children either have or do not have. Suggests that number concepts can be broadened by helping children develop a collection of relations. Examples of classroom activities are included. (PK)

This document contains a workshop presentation for elementary mathematics teachers. The purpose of the workshop is to demonstrate methods for teaching computational concepts beginning with concrete materials and moving to expressing these concepts abstractly with numerical symbols. Section headings are: (1) "Introduction"; (2) "Sorting and…

A series of nine activities that illustrate prime factorization and other elementary number theory ideas in concrete, representative, and symbolic form are described. (MNS)

Discusses how to help children acquire mathematical concepts and teach for precise mathematical concepts. Describes four activities to reinforce the concepts introduced. (YP)

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)

Describes seven estimation and counting activities appropriate for an early childhood classroom. Includes suggested methods for going beyond the prescribed activities. (PK)

Specific suggestions for teaching young children (ages 5-7) mathematical principles are offered, covering such concepts as addition, subtraction, multiplication, division, arithmetical laws, and utilizing a story to teach various mathematical concepts and skills. (DB)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

This paper provides some guidance as to what to listen for to help students make sense of expressions in ways that connect to their ideas and honestly address the mathematics of rational numbers. It offers a reasonable initial answer to the question, "Where do students' ideas about fractions and ratios come from, and how can we work productively…

Discussed is research on children's understanding of zero and infinity and teaching suggestions for improving understanding. (RH)

Presents lessons and reproducible student worksheets for grades three to four and grades five to six to investigate large numbers and comprehend their magnitude. (MKR)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)

A set of square counters is described as a simple way to introduce new concepts and as a concrete way for students to learn. (MP)

Discussed are the results of interviews with 63 Australian children (interviewed in English) and 62 Nigerian children (62 interviewed in English and 60 interviewed in Yoruba) to determine how they used number concepts in discussing five demonstrations manipulating physical matter. Differences between the two groups are considered. (RH)