This is the first of eight guidebooks for a course designed for the junior high student preparing for algebra. The booklet includes place value, expanded numerals, exponents, and elementary set theory. General goals and performance objectives, a course outline, and sample posttest items are given. (DT)

The Burmese classifier system is coherent because it is based upon a single elementary semantic dimension: deixis. On that dimension, four distances are distinguished, distances which metaphorically substitute for other conceptual relations between people and other living beings, people and things, and people and concepts. (Author/RM)

The effects of several variables on the ability of students to solve open sentences involving multiplication and division were examined. The variables considered were sex, grade level, position of the unknown in the sentence, and operation. (SD)

When two methods of transforming numbers from one base to another were taught sequentially, the first interfered with learning of the second. (SD)

Computational algorithms appearing in early American arithmetic text are discussed. (SD)

Instruction of three children using calculators for a ten-week period resulted in achievement gains. (MNS)

Thinking strategies that are related to counting are discussed and activities that are necessary for the understanding of number and counting are suggested. (Author/MP)

Task cards are discussed as a tool for learning. Examples of measurement and number activities that are appropriate for task cards are given. (MP)

A set of square counters is described as a simple way to introduce new concepts and as a concrete way for students to learn. (MP)

The method described here converts a given problem in a base other than ten to a related problem in base ten, solves the related problem in base ten, and converts the answer back to the original base. Limitations are discussed. (MP)

Algorithms are developed and presented for the addition and multiplication of positive rational numbers using only their repeating decimal representation. (MN)

Observations of students working with subtraction and division are reported. The instructional situation and goals of the teacher are discussed. (SD)

An approach close to the original Greek geometric point of view regarding the question and proof of the irrationality of the square root of two is given. (MN)

The author gives a method for involving students in developing and verifying elementary number theory hypotheses by studying areas and perimeters of primitive pythagorean triangles. (MN)

Characteristics of the number seven, which relate to many different areas of mathematics, are discussed. (JT)