Number bases other than ten can be introduced effectively by presenting fictional civilizations which use them. (SD)

Four activities and related worksheets are provided. The activities, all concerned with multiplication, are directed toward students at different levels, and deal with repeated addition, basic facts, and factorization. (SD)

Games and laboratory experiences which can be used to help build basic skills are described. (SD)

The development of numeracy is discussed as being an important aspect of the learning process. (MP)

A concrete approach to prime numbers is presented using rectangles and triangles to construct a building for each number so that each story represents a pair of factors and the triangular-shaped roof represents the number. (MP)

Magic squares are used to generate number games similar to tic-tac-toe. Skills that are reinforced include addition of negative numbers and addition and multiplication of fractions. (MP)

Topics covered include alternate methods for finding LCM and GCF, imaginative word problems, and a primes-breakdown method of factoring quadratics. (MP)

Several problems are identified: place values, time, even numbers, fractional parts, and temperature. Specific teaching suggestions are discussed. (MP)

One student's project involved a contest of guessing how many peanuts were in a 100-pound bag. His teacher briefly reflects on the wide range of guesses and students' concept of large numbers. (MP)

Variations on rummy are presented as a means of providing practice for related mathematical concepts at both the pictorial and abstract levels. Rules are outlined and eight examples of card topics are shown. (MP)

Eight classroom problems dealing with number concepts are presented and accompanied by suggestions for teacher use. (MP)

This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

The relationships between arithmetic, geometric, and harmonic means and the root mean square of two numbers are examined. The problem of generalizing these relationships to three variables is discussed. (SD)