Mathematical concepts to be used in the classroom - Pythagorean Triads" A Chain of Parabolas," and others. (RP)

The use of fingermath, a form of arithmetic computation with the fingers, is compared to use of the abacus in helping visually impaired and blind students develop mathematic concepts. Fingermath is explained to be more concrete, simple, and accessible. (CL)

Programing a computer to list subtraction palindromes is discussed. Sample programs and output are included. (MNS)

How to play the medieval game of Rithmomachia, the battle of rhythms, is described. It is really eight games played with one set of rules. (MNS)

Two methods (one probably used by Gauss) to find the sum of the first hundred counting numbers are noted, followed by a procedure developed by a seventh-grade girl. (MNS)

An interesting, alternative proof for an arithmetic series is developed in detail. (MNS)

Results obtained from investigating number properties are discussed, along with six points that are felt, in general, to be the ingredients necessary for a successful learning experience. Two programs written in BASIC designed to aid in aspects of Number Theory are included. (MP)

Three- to 7-year-old children were trained through reinforcement to select the more or less numerous of two rows of squares. All children successfully judged relative numerosity when number covaried with length or density, but only concrete operational children were successful when numbers did not covary with other dimensions. (Author/DB)

Very specific suggestions for teaching subtraction facts using addition are given. Several activities are suggested. (MK)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

A short history of the evolution of the calendar is given. Calculations with various time periods are given. (MK)

The "magic" paradigm was devised to assess conservation of number in young children. Subjects were 32 three- to four-year-old children. (MP)

A problem concerned with a ball on a billiard table is discussed. A theorem and corollaries regarding the path of the ball are formulated and proved. (MK)