A model for directed numbers, using a sentry moving along the number line, is described. (MNS)

Compared performance of Malaysian children with that of English children on a test into the understanding of number concepts. Findings indicate that difficulties of Malaysian children may be quite different from those of English children. Among the difficulties identified were misconceptions about the order of operation in division and…

Scavenger hunt activities for a range of mathematical topics are presented. Numbers, measurements, fractions, and geometry are among the topics included for the 14 types of hunts described. (MNS)

Included in this department are brief articles on generating primitive Pythagorean triples with a computer program; using pictographs or pictures on graph paper to teach general graphing concepts; a method for factoring trinomials; and summing the harmonic series. (MNS)

This section contains brief articles on triangular differences, when one is not equal to one, using calculators to check solutions of quadratic equations, and a county agents' problem. (MNS)

Several experiences with palindrome numbers are given, each leading to the "Law of 11." Conjectures for the reader to consider are included. (MNS)

Sometimes the immediate use of an algebraic approach to solve a problem can obscure what is actually happening. The solution to one problem is described both algebraically and through a numerical approach. (MNS)

A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)

Newton's method for finding roots of equations is described. How to find complex roots using the BASIC computer language is then presented, with the computer program included. (MNS)

"Root multiples" are defined, and problems involving "root multiples" are explored. (DT)

An approach to absolute value is described which emphasizes the metric property of the absolute value function and the fact that the real number form an ordered set. (DT)

Some methods for teaching fractions are presented. (DT)

Four reasons for teaching fractions to children are discussed. (DT)

Children's responses to a discovery learning exercise are discussed. (DT)

Students were pretested, then 27 first graders were trained using a highly verbal procedure emphasizing class addition activities. On posttests, trained subjects significantly improved their class inclusion and number conservation scores, but no effects were found for substance conservation or transitivity. (DT)