Provides a discussion and an example of a problem which occurs in mathematical contests or entrance examinations and deals with the question of the magnitude of exponentials. Includes additional illustrative examples. (RT)

Students have the opportunity to verbalize relationships that demonstrate the acquisition of good number sense. They are to develop clues about the answer to a problem without computing or telling the answer, and to state or write several things they know about the answer to each problem. (MNS)

Describes the algorithm used to select a simple random sample of certain size without having to list all possible samples and a justification based on Pascal's triangle. Provides testing results by various computers. (YP)

Studies of young children's sequence of development from counting to the beginnings of formal arithmetic are reviewed. Four essential basic skills are identified: use of counting words, enumeration, the cardinality rule, and quantitative comparison. The contribution of counting to the development of arithmetical proficiency is stressed. (JDD)

Demonstrates how spreadsheets can be used to implement linear system solving algorithms in college mathematics classes. Lotus 1-2-3 is described, a linear system of equations is illustrated using spreadsheets, and the interplay between applications, computations, and theory is discussed. (four references) (LRW)

Proposes a simple procedure based on an expansion of the exponential terms of Raoult's law by applying it to the case of the benzene-toluene mixture. The results with experimental values are presented as a table. (YP)

Describes how five-year-old children responded to the investigation of looking for patterns in a multiplication square. Provides a 10 x 10 multiplication square for the investigation. (YP)

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Discusses rationale for use of children's counting books and guidelines for selection and use. Provides suggestions for writing individual or class counting books. Includes an annotated booklist. (HTH)

Notes the importance of students' understanding measurement concepts to enable solving real world problems. Suggests classroom activities to sharpen students' measurement skills. Emphasizes active participation of students in groups or individually. (BAC)

Reviews research on computational estimation and curricular and instructional issues, characterizes computational estimation and distinguishes it from other types of estimation, summarizes the generally low levels of student performance on estimation across several cultures, and identifies difficulties inherent in assessing computational…

Presents two mathematics activities using the theme of school lunch menus and healthful eating habits to reinforce making predictions using computational skills. Includes reproducible student worksheets. (MKR)

Sixty-four adults were tested on simple addition and multiplication problems presented in Arabic digit or English number-word format. Overall, response times and error rates were much higher with the word format, but more important, presentation format interacted with arithmetic operation and problem size. (DR)

Children aged four through six years were given identical addition and subtraction calculations presented in three problem-type formats: nonverbal problems, story problems, and number-fact problems. Results suggest that children's earliest calculation ability is based on experiences combining and separating sets of objects. Contains 34 references.…

Compared children's cognitive abilities at four years and their prenatal amniotic fluid testosterone levels. For girls, prenatal testosterone levels were related in a curvilinear manner to language comprehension and classification abilities, and inversely related to counting and knowledge of number facts. For boys, no relationships were found. (BC)