In most languages encountered by linguists, the numerals, considered as a paradigmatic set, constitute a morpho-syntactic problem of only moderate complexity. The Indo-Aryan language family of North India, however, presents a curious contrast. The relatively regular numeral system of Sanskrit, as it has developed historically into the modern…

This is one of a series of units intended for both preservice and inservice elementary school teachers to satisfy a need for materials on "new mathematics" programs which (1) are readable on a self basis or with minimal instruction, (2) show the pedagogical objectives and uses of such mathematical structural ideas as the field axioms, sets, and…

This is a magazine for teachers of mathematics in the South Pacific who teach at the Form I level or above. Most of the articles present activities or materials to use in the classroom. Included are articles on instructional strategies, curriculum developments, interesting problems, puzzles, and math lab activities. This issue includes an article…

How and why the Minimum Performance Objectives were written, explanations of the objectives, how the objectives could be implemented, and a statement on the limitations of the objectives comprise the substance of this monograph. Illustrative objectives from "Minimal Performance Objectives of Mathematics Education in Michigan" are also included.…

Written to provide some basic information for parents about the New York State Elementary School Mathematics Program, this pamphlet briefly discusses techniques of number operations on the whole numbers, number systems, sets, and geometric concepts. (DT)

This paper examines the research and theories of Piaget and Bruner and some implications for education, particularly as applied to mathematics education in the elementary grades. Piaget's theories are divided into the general development and conceptual thinking and mathematical concepts in children. Experimental evidence is cited and a short…

Three topics related to teaching mathematics are discussed: a problem with the order of operations, teaching fractions, and an application of the distributive property. (MP)

Outlined is the preparation and use of graph paper for activities in counting' approximation, making bar graphs, and decimals. (MP)

Children ranging in age from three to six years counted 7, 10, and 14 items arranged in columns or in rows. Developmental changes in the spatial strategy and the relation of strategy to accuracy were examined. (JMB)

Parents should stop teaching preschoolers to say "one, two, three, four" and challenge them to see and think groups. School administrators, teachers, teachers of teachers, and textbook writers should pitch that number line in the trash and allow students to learn how to learn by thinking groups. (Author/JC)

The role of mental age (MA) and visual-perceptual ability in number concept development was examined with 48 nonretarded and retarded children from regular school settings. (Author)

Twenty nonconserving retarded adults were assigned to equated training and control groups (n=10 in each group). (Author)

A six-step method of teaching subtraction by renaming is presented, using money as the learning vehicle. (MP)

Greatest common factor and least common multiple are the concepts used to play this game that has football as its basis. Rules and examples are given. (MP)