Three components of a curriculum organized to facilitate a concept acquisition process are discussed. These are concrete experiences related to a concept, skill development activities and applications. (MP)

Factors to be considered in setting up, administering, and evaluating a remedial mathematics program are covered. (MP)

Describes the Agam program, a 36-unit curriculum program to introduce students to basic visual concepts and that applies visual abilities and visual thinking to learning tasks. Describes two units at the third grade level, "Ratio and Proportion" and "Numerical Intuition," and makes observations of the students' learning. (MDH)

A number of activities are outlined for the use of regular playing cards to teach and reinforce certain mathematical skills. (MP)

The rationale for proposed changes in school mathematics programs is discussed. Four significant factors which have contributed to the mechanical way in which students currently do mathematics are listed, with comments on why change is essential. (MNS)

Rules are given for two games designed to help students learn the multiplication facts. (MK)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

Two metric measurement activities that also develop other mathematical skills are given. (MK)

Discusses how teachers can help students make the transition from using manipulative materials to abstract mathematical symbols. Includes: (1) a definition of the transition state; (2) ways to bridge the gap (by asking questions and by using activities); and (3) a specific example (teaching place value). (JN)

Some geometric activities are described that teachers can use to give their students experiences that will influence their spatial abilities. It is noted that the goal is to improve spatial abilities, not to increase knowledge, so individual pupil responses should not be used to judge student achievement. (MP)

Presents activities that have been used successfully in leading students from concrete experiences through pictorial and symbolic representations of important numeration concepts and patterns, including place value, multiples, and rounding. Each activity includes concept or skill fostered, list of materials needed, recommended grade level, and…

Because the absence of spatial activities in contemporary textbooks seemingly relegates visual imagery to a nonessential status, this discussion highlights the indispensable role of visual imagery within applied school mathematics learning activities. Included are examples of when imagery is used within students' daily applications and suggestions…