Six seven-year-old children were interviewed to investigate the quality of their solutions to whole-number tasks. Detailed analyses are provided of interviews with a girl who displayed an operative counting scheme (numerical extension) and a boy with a figurative counting scheme (intuitive extension). (MNS)

Recent research indicated that properly structured, meaningful counting activities can lead to improved performance in both number skills and logical operations. Suggested counting activities are then presented. (MNS)

A nine-year-old's conception of fractions was compared with his knowledge of units. He had effective schemes for solving some partition problems but did not consistently use units of different sizes in interpreting fractions. His solutions to equivalence problems showed no coherent method of verification. (MNS)

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

Several subtraction algorithms are analyzed to see if they involve borrowing. The main focus is on an analysis of a procedure called the residue method. The operational arithmetic which underlies the symbolic manipulations is examined and conditions where the method does and does not use borrowing are highlighted. (MP)

"Chisanbop" is a Korean word which means finger calculation method. It is based on the Korean abacus, and its emphasis is on fives. By using Chisanbop techniques, one can add, subtract, multiply, and divide large numbers. Chisanbop can be taught most effectively to large groups in the second grade. (JN)

A program designed to calculate pi using a Monte Carlo simulation based on "throwing darts" at a quarter circle of unit radius inscribed in a unit square is presented. (MP)

A finger method for subtraction that has proved successful with many young subtraction-troubled mathematics students is presented. (MP)

Presents examples which give large numbers (such as two billion) a common-sense meaning related to daily life. Argues that people's inability to comprehend the reality of large numbers (number numbness) has serious implications for humankind, not unlike illiteracy. (DC)

Calculator use by kindergarten and first-grade pupils was examined to see whether they could perceive and use the "counter button." Results indicated pupils at this age could use calculators as a tool, and further research is encouraged. (MP)

Some techniques for developing the ability to multiply and divide by powers of ten with ease and understanding are presented. (Author/MK)

Six possible ways of defining prime numbers are given, and additional activities on the topic are suggested. (MK)

Describes the accomplishments and life of the gifted Chinese mathematician Hua Lo-Keng. Hua is noted for his efforts in popularizing mathematics and for his work in number theory, in particular his contributions to Waring's problem. Hua has published 150 papers in respected journals and is the author of nine books. (Author/DS)

Six activities useful in developing the idea of prime factorization are described. Some of these activities are best done with a calculator. (MK)

Five intuitive explanations of division by zero that arise from the common models used in the elementary school to introduce whole number division are presented. (MK)