Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

This teaching experiment investigated variables which affect how well children learn from manipulative aids and how to use such aids in teaching mathematics. Five small groups from one second-grade classroom were stratified by achievement and taught using (1) counting sticks; (2) Dienes blocks; (3) abacus; (4) all three materials; or (5) counting…