Forty-five children with mathematics learning disabilities, with and without comorbid reading disabilities, were compared to 45 normally achieving peers in tasks assessing basic numerical skills. Children with mathematics disabilities were only impaired when comparing Arabic digits (i.e., symbolic number magnitude) but not when comparing…

In this article, the author argues that there is a big conceptual difference between number lines and number strips and that number lines should be consistently used as early as Y1. Her interest in the use of the number line as a powerful image of the real numbers, and how this is introduced in the early years, comes from her own experience as a…

This article presents some wonderful books that reinforce math concepts with young children. In "I Spy Two Eyes: Numbers in Art," children see reproductions of the work of famous artists and count elements in the pictures. A list of math books that reinforce math concepts is included.

Certain definitions introduce appropriate concepts, among which are the definitions of the counting functions of the primes and twin primes, along with definitions of the correlation coefficient in a bivariate sample space. It is argued conjecturally that the characteristic functions of the prime "p" and of the quantity "p"+2 are highly…

Many students have difficulty finding remainders instead of quotients in the division of two numbers. Students are too quick to use technology and cannot interpret the output correctly. Moreover, many students are not accustomed to doing different yet applicable mathematics. As with all branches of mathematics, modular arithmetic and congruences…

A central component in the young child's construction of a number system is an understanding of correspondence. Although current research demonstrates that preschool children use correspondence in a variety of tasks, the nature of the relationship between the use of correspondence action patterns and the use of correspondence as a quantifier is…

A classroom activity in which numbers are assigned to words on the basis of geometric configuration of the letters is described. (SD)

Students in grades 4, 6, and 8 were interviewed using whole-number division problems, some involving division of zero by a positive whole number and some involving division by zero. Results and classroom implications are discussed. (SD)

Suggestions for using handheld calculators are given. Students can invent and check their own problems. The calculator can debug problems, provide practice, aid in developing concepts of place value, decimals, order of operations, powers of a number, and evaluation of formulas. (KM)

In this article, a continuation of SE 513 148, the author presents seven additional applications of group theory to high school mathematics. These applications can be used, not only to illustrate the group concept, but also to extend the development of ideas in the high school curriculum. (SD)

After a brief discussion of Pascal's triangle and description of four methods of hand construction, the author provides FORTRAN and BASIC programs for computer construction based on recursive definition. (SD)