A successful method for teaching place value is described. (JT)

The concept of even and odd integers is explored through the use of fractions. (JT)

Guidelines for teachers to better use manipulatives in the teaching of mathematics to learning disabled learners are offered including a rationale for manipulatives, selection crteria, principles underlying productive use of manipulatives, and making the transition from the concrete to the symbolic. Suggested materials and distributors are listed.…

The article offers an interpretation of "specially designed instruction" in arithmetic computation for learning disabled students which challenges overreliance on paper-and-pencil methodologies, rule-oriented procedures, and traditional sequences. Long division is used as an example of developing conceptual understanding to undergird computation.…

An application of spreadsheets, not specific to any particular spreadsheet, is provided. It provides an exploration involving numbers in the form of 3x3 magic squares and 3x3 magic cubes. Strategies for their use are noted. (MNS)

Activities are presented that focus on attributes of numbers. The activities highlight such attributes as more than, equal to, greater than, less than, LCM, prime and factor. The activities provide practice in motivational game-oriented situations. (RH)

The number charts described in this article have been used successfully with elementary students as young as first graders to teach the concepts of even and odd numbers. Students construct charts and then answer a series of questions about the patterns that they observe. (RH)

Discussed are the results of interviews with 63 Australian children (interviewed in English) and 62 Nigerian children (62 interviewed in English and 60 interviewed in Yoruba) to determine how they used number concepts in discussing five demonstrations manipulating physical matter. Differences between the two groups are considered. (RH)

Activities with number cards can provide a wide variety of exploratory experience. Sequences, addition, subtraction, counting and change, and arrays with number cards are discussed. (MNS)

How to develop multiplicative magic squares is discussed. Various types of numbers are used in the examples. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

Described is a simple algorithm that can be used for the input, arithmetic manipulation, and output of large integers in their exact representations. Three BASIC programs are included that apply this method to the problem of multiplication of large integers, computation of factorials, and the generation of palindromic integers. (MNS)

Tests children for the effects of prior knowledge on the amount of learning that occurs after a training period focusing on either number skills or logical operations. No relationship existed between the amount children learned and their pretraining knowledge or the amount learned and their developmental level. (Author/BB)

Descriptions of eight NIM games are presented, with illustrations. (MNS)

Tests for divisibility in bases 2 through 10 are presented. Two strategies used by a group of fourth-year students are described. (MNS)