This article discusses the rationale for the classroom use of manipulative materials. Selection criteria are presented for the guidance of teachers, together with advice on how and how not to use the materials. (MM)

Reasons given for teaching statistics in the elementary school include its usefulness to students and adults. Early exposure is needed to develop concepts, and curriculum groups advocate it. (MP)

Answers and examples are given to sixteen questions related to traditional ways of performing the operations of arithmetic. (MP)

A technique for adding and subtracting integers is presented as an alternative to the number line. White and black chips are used to represent positive and negative integers, respectively. (MP)

A discussion outlining the conditions necessary for quantitative literacy is given. (MK)

This activity unit provides an example of how the construction and interpretation of graphs can be incorporated into elementary classroom activities. (MP)

Five reasons are discussed for teaching estimation involving utility, problem solving, concept formation, calculations, and attitude. Specific types of estimation are analyzed and examples given. (MP)

A device is described that aids students in doing percentage problems. (MP)

An integrated and gradual approach to teaching the metric system is suggested, as opposed to presenting the entire system at once. (MP)

Some procedures used for teaching a learning-disabled child are suggested as good teaching practices for the regular classroom. (MP)

Two problems are presented that may be used to determine if a student's understanding of the area concept goes beyond manipulation of formulas. (MP)

The use of the calculator is suggested in teaching algorithms for the four basic operations, in place of any difficult standard algorithm. (MP)

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