Worksheets provide activities with a modified number line and involve ordering numbers, number facts, and estimation. A suggestion for a bulletin board display is included. Two problem posters are also provided. (DT)

The problem of determining the number of squares on a checkerboard is extended to finding the number of rectangles on an n x n board and finding the total numbers of cubes and rectangular solids in an n x n x n cube. (DT)

Chains made up of alternate arrows and numbers are used to represent the result of repeated applications of a function. A collection of problems based on these arrow chains is provided. (DT)

Activities, instructional methods, and some ideas from educational psychology used in tutoring a second grader in addition and subtraction are described. (DT)

A discussion of behavioral objectives of teaching mathematics classified under the heading of application, analysis, and synthesis. This article is a continuation of previous articles in this journal. (DT)

Activities using egg cartons to teach addition, subtraction, different bases, and probability are described. (DT)

A Math Rummy card game, a stock market enrichment activity, and a puzzle in logical reasoning, all used with seventh and eighth graders, are described; directions for constructing a clock with suggestions for its use at the first grade level are given. (DT)

Patterns in modular arithmetic are discussed: (1) multiplication tables, and (2) diagrams obtained by joining points on the circumference of a circle. (MM)

A combination of readiness and body-part training was the most effective in producing number conservation with external objects. (Authors)

Suggested activities involving number patterns, using the idea of a number machine." (MM)

Notes on divisibility using manipulative materials, cyclic groups of functions, Horner's method of synthetic division, arc lengths of cycloids and cardioids, number squares, and students' concepts of mathematics. (MM)

The experiences described here use the idea of movement along the number line to reinforce the student's concept of addition and subtraction of both whole numbers and fractions. Four student worksheets and teacher guides are included. (MM)

The author describes an experiment to compare performance of grade 1-3 children on the various types of open sentence associated with basic number facts, and suggests some explanations for the results obtained. (MM)