Results are discussed in terms of why children of the same age fail to conserve number in the standard conservation task and how complex number concepts might develop. (Author)

Some proposals on how children may learn the basic multiplication facts through practical activities based on the rectangle. (MM)

A discussion of some number patterns which arose from a consideration of the number of diagonals of a general polygon. (MM)

Describes a method utilizing the library system to introduce children to mechanical and mental arithmetic. (RP)

An investigation was conducted with 200 first-grade students to determine whether language is a major factor in conservation of number experiments. It was concluded that language was not a major factor. (RP)

Lessons for first-grade students deal with the numbers five and six. How groups of five and six differ is the focus of the comparing and counting activities. (MNS)

Several brief articles are included in this section. "Purple Puzzlers" are challenging problems for algebra students. "Linear Invaders" is a game to reinforce concepts of graphing lines. "The Diagonal Method" is used to prove that the real and natural numbers cannot be put into one-to-one correspondence. (MNS)

Ten examples of when the sequences of key presses given in calculator instruction booklets are either inefficient or lead to an incorrect answer are given. (MNS)

A student noticed an interesting fact about the base two numerals for perfect numbers. Mathematical explanations for some questions are given. (MNS)

Variations on a card trick are noted, with a formula for generalizing them. Another trick which can be proved with algebraic principles is then presented. (MNS)

The Mayan system of numeration, which used 20 as the base, is discussed. The material presented has been used to stir the curiosity of students in different systems of numeration. It has been helpful in promoting a speedier and better understanding of base 10. (MP)