Discusses how to use calculators in the mathematics classroom. Provides some teaching examples. (YP)

Discusses a strategy for clarifying students' understanding of decimals, improving their ability to read decimals, and increasing retention of decimal skills. (YP)

Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Describes seven spatial abilities related to mathematics including eye-motor coordination, figure-ground perception, perceptual constancy, position-in-space perception, perception of spatial relationships, visual discrimination, and visual memory. Discusses the relationship of the spatial abilities to the study of geometry. Lists 19 references.…

Discusses a teaching method for multiplication using manipulative materials. Provides examples of the teaching method and activities using individual chalk boards. Two references are listed. (YP)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Presents four activities for the exploration of a balance, mass, the length of the balance arm, and the position of the fulcrum. Provides objectives, directions, extensions, answers, and worksheets for each activity. (YP)

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)

Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

Presents five small group tasks for upper elementary students to find arithmetic averages. Provides worksheets for each task. (YP)

Presents four activities for locating objects in space and on various maps. Included are objectives, directions, extensions, answers, and a worksheet for each activity. (YP)