The Living-Learning-Laboratory for Young Children at Ball State University is described. For preschoolers, the L-L-L provides a variety of learning experiences, including the use of a computer for mathematics and other topics. Reactions and some research findings are reported. (MNS)

The call for "Back to Basics" is reviewed in regard to mathematics instruction. Activities associated with the annual Basic Skills in Math Month in Syracuse, New York public schools are featured. Improvement of student scores on statewide tests during this period is seen as more than just coincidence. (MP)

Describes Project IMPACT, a school-based project in which kindergarten through third-grade teachers work together with a mathematics specialist to establish classroom environments that promote mathematical power for all students and teachers. Discusses implications from research related to the project. (Contains 13 references.) (MDH)

Described is a teaching approach that applies principles of cooperative learning to an individualized program for learning mathematics in grades 3-6. The program, Team Assisted Individualization, has several important elements including student teams, a placement test, curriculum materials, the team-study method, team scores and team recognition,…

A model remedial mathematics program is described in terms of its unique features, the theoretical rationale, personnel, project objectives, project procedures, instructional method, and evaluation. (DT)

Described are features of a methods course in elementary school mathematics at Colorado State College. An essential purpose of the course is to orient the prospective teacher to the utilization of discovery processes in classroom learning situations. (RP)

A special banking unit is described which is devised to get students actively involved and give realistic experiences in dealing with situations in everyday life. The material is viewed to involve a great deal of work for teachers, but a tremendous amount of learning and fun is projected for pupils. (Author/MP)

Details of a scope-and-sequence outline for problem solving in the elementary mathematics program of the Philadelphia School District are provided. The emphasis is seen to be on process rather than product. Information about the first 18 of 21 levels in the problem-solving strand is provided. (MP)

The author describes a method of individualizing instruction in fifth-and sixth-grade arithmetic classes without extra staff, materials, or expensive facilities. (MN)

An after-school program in which fifth and sixth graders were taught how to use the BASIC programming language using computer terminals is described. (MN)