The potential uses for Chisanbop, a Korean system of using fingers for calculating, in the education of the elementary grade visually impaired student are explored. (Author/SBH)

Tips are presented for chemistry teachers on the use of acid-base half-reactions in review lessons, the use of calculators by chemistry students, significant figures, and the preparation of benzoyl peroxide from acne medicine. (BB)

Focused on cardinality acquisition (thought to be crucial to correct counting) and on the relation between cardinality and counting. Gathered data with three groups of children three to five years old on four kinds of tasks. Found no empirical evidence for considering counting as a single prerequisite to cardinality. Suggests new approach to…

Proposed three criteria to distinguish calendrical savants whose skills depend on memory from those who calculate and applied these to 10 calendrical savants. Results are discussed in relation to views that calendrical savants imply the existence of a modular mathematical intelligence or unconscious integer arithmetic. (SLD)

Explores whether sampling is better than head count for census taking and if there is a genuine undercount distinct from "floating" populations. Discusses whether the census should accommodate the various interests who have addressed the question of the quality of enumeration, as well as the larger responsibilities of demographers for…

Considers state population counts, congressional apportionment, and how much deviation from "one man, one vote" can be tolerated in census counting. Also presents and discusses the results of an exercise using the methods of Equal Proportions and Major Fractions as applied to apportionment population data for the U.S. states for 1990 and…

Discusses the pros and cons of sampling to improve the census versus the traditional methods of census taking, and the problems that changes in procedure can create. Also discusses chronic problems in census taking, regardless of procedural methods used, and observations on how to lessen their impact. (GR)

Describes the construction and use of the "fraction computer," a simple manipulative that helps pupils understand how to add and subtract unlike, unrelated fractions. (YDS)

Discusses the relationship between computational fluency and number sense in early childhood mathematical development. (Author/NB)

Suggests that algorithms, both traditional and student-invented, are proper objects of study not only as tools for computation, but also for understanding the nature of the operations of arithmetic. (Author/NB)

Describes the work that students and teachers do to develop computational fluency for subtraction. Examines the orchestration of whole-class discourse and presents a collection of common strategies. (Author/NB)

Suggests ways to increase students' computational fluency using concrete materials, engaging tasks, and reflection time to increase number automaticity, flexibility in thinking about numbers, and use of efficient problem-solving strategies to find sums and differences. (Author/NB)

In two experiments, large effects of variations in the form and timing of the cardinality question suggested that preschoolers' cardinality responses were situation-specific. Results suggested that children had no initial understanding of the relation between cardinality responses and numerosity. (RH)