Employs statistical tools to determine whether the digits of Pi are pseudorandom. Discusses the difficulties in answering this question. (Author/NB)

Discusses mastery goals and developmental levels of students aged 3-7 for learning numbers in informal situations. (KHR)

Children enjoy playing a game based on addition module seven. The system can be applied to questions concerning the days of a week. (SD)

Modular arithmetic is used to find the frequency of Friday 13th's in any year. (MM)

Presents a mathematics game appropriate for middle school or high school students that aids in the teaching and understanding of closure properties. (Author/NB)

Describes how the Phi number and the Fibonacci numbers are generated. Some activities to examine the existence of the Fibonacci series in nature and music are also presented. (HM)

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Discusses figurate number learning activities using patterns and manipulative models. Provides examples of square numbers, triangular numbers, pentagonal numbers, hexagonal numbers, and oblong numbers. (YP)

The origin, properties, and applications of various number systems are discussed. Among the 15 topics discussed are: tests for divisibility, the binary system, the game of Nim, computers, and infinite number representations. (MK)

Four elementary mathematical games and three parodies of Poe's "The Raven" are presented. (BB)

Describes properties of Fibonacci numbers, including the law of recurrence and relationship with the Golden Ratio. Discussed are some applications of the numbers to sewage of towns on a river bank, resistances in electric circuits, and leafy stems in botany. Lists four references. (YP)

The system of International Standard Book Numbers uses a check code based on modular arithmetic. This system, the use of a simple machine to compute check digits, and related classroom activities are described. (SD)

In response to an earlier article advocating the elimination of fractions from the curriculum, the author argues for their retention. He points out examples of their use in music and physic, and discusses methods of presenting operations on fractions. (SD)