Presents activities that integrate story telling, history, and problem solving as a stimulus for discussion and creativity in the elementary mathematics classroom, and a way to relieve children's anxiety in an escalating curriculum. (MDH)

Discussion of elementary school mathematics instruction focuses on computer graphing programs to teach subtraction that use pictorial representations as well as graphs. Classroom graphing activities for first graders are described, and evaluations of student progress based on pre- and posttests are discussed. (two references) (LRW)

Described are three activities and variations that can help students to understand the concept of place value. Allowing students to use concrete materials and helping them to bridge the gap between manipulatives and paper-and-pencil tasks are emphasized. (KR)

Discussed is the idea that, if students are allowed to use calculators when doing classwork, they should be allowed to use calculators on tests. Examples of calculator-active items are presented that are designed to accurately assess students' learning. (KR)

Presented is a scheduling algorithm that uses all the busses at each step for any rectangular array. Included are two lemmas, proofs, a theorem, the solution, and variations on this problem. (KR)

Describes discovery learning, a teaching method that encourages students to use inductive reasoning. Students explore and experiment using the skill or idea being taught; they determine rules, make generalizations, and discover concepts. The teacher acts as coach, advisor, and reinforcer. A student page offers a discovery learning game on capital…

Presented are three methods to enrich the mathematics classroom. The first introduces an activity allowing students to discover the law of sines. The second gives eight distance-rate-time problems of value for their counterintuitive or elegant solutions. The third poses multiple answer questions that promote student interaction and communication.…

Design and Technology activities, a required part of the British National Curriculum, are assessed by the students themselves with a framework of eight statements of attainment. The activities cover a range of skills, techniques, and processes involved in creating artifacts, systems, and environments. (SK)

Presents an activity in which students develop their own theorem involving the relationship between the triangles determined by the squares constructed on the sides of any triangle. Provides a set of four reproducible worksheets, directions on their use, worksheet answers, and suggestions for follow-up activities. (MDH)

Describes an activity in which students receive individual questions (i.e., What is a sparkler made of and what makes it sparkle?) to answers from their "Aunt Gladys." Students must research the everyday question, discover the answer, and then translate the answer into the common language of the masses. (PR)

The contrast between the teaching of reading and mathematics is drawn. A new set of learning conditions for mathematics is presented based on a model of reading instruction. Immersion, demonstration, engagement, expectations, responsibility, use approximation, response, refinement, and outcomes are discussed. (CW)

Reviews two prominent philosophical justifications for animal liberation and describes a simulation that facilitates class discussion of animal research issues. Students reported that the exercise increased their awareness of the issues and of the complexity of making ethical decisions. (DB)

General guidelines for the use of manipulative materials are presented. Teacher management of the lessons involving manipulative materials is stressed. (CW)

Describes three characteristics of whole-literacy instruction and relates these characteristics to current perspectives on vocabulary instruction. Includes examples designed by middle-grade teachers who were interested in using these ideas to shape classroom instruction. (MG)

Explains how radiographs (from X-rays) can be used in elementary and middle-school curricula. (PR)