Three game activities are detailed. Informal work with addition and subtraction on a number line and graphing concepts are achieved with two simple dice games, and the distribution of monetary tokens is used to illustrate the division algorithm. (JP)

The material is designed to help pupils investigate how the value for slope in the equation of a line affects the inclination for the graph of an equation. A program written in BASIC designed to run on an Apple microcomputer is included. Worksheet masters for duplication are provided. (MP)

Graphs are viewed as extremely useful tools in communication, which enable readers to see at a glance facts that might take several paragraphs to describe adequately. An ability to read graphs critically is seen to be an important objective for any elementary curriculum, and ways to introduce them are presented. (Author/MP)

An instructional sequence for teaching graphing that has been extensively field tested in kindergarten through grade six is detailed. The material begins with point graphs, employs a movable y-axis to begin with minimal clutter, and has graphs constructed before reading graphs is required. (MP)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

Approaches to developing a good mathematics textbook for the junior high student are discussed, with the pitfalls and difficulties reviewed. Examples from new Polish textbooks are presented to illustrate possible solutions. (MP)

An alternative application of logarithms in the high school algebra curriculum that is not undermined by the existence and widespread availability of calculators is presented. The importance and use of linear relationships are underscored in the proposed lessons. (MP)

Four problems are presented and solutions using a calculator are illustrated. (MK)

Graphing activities appropriate for grade levels K-8 are outlined and worksheets given. Topics involved include classifying, bar graphs, remainders from a series of divisions, and the greatest common factor of two numbers. (MP)

Points out reasons for using graphical methods to teach simple and multiple regression analysis. Argues that a graphically oriented approach has considerable pedagogic advantages in the exposition of simple and multiple regression. Shows that graphical methods may play a central role in the process of building regression models. (Author/LS)