Group tests and individual interviews were conducted with 52 preservice elementary teachers to ascertain their knowledge of zero. They were reluctant to accept zero as an attribute for classification, were confused about whether zero is a number, and showed stable patterns of computational error. (MNS)

The topic of numeration is the focus for the activities presented. Worksheets provide practice with whole numbers, fractions, mixed numbers, decimals, and percents. These activities are designed to help students think about ways of representing and naming quantities. (MP)

Lessons are suggested which involve dice in the instruction of various number concepts. Activities are presented under: (1) Early Number Concepts; (2) Meaningful Addition and Subtraction; (3) Place Value Practice; and (4) Extensions for the Intermediate Grades. The primary advantage of dice is their adaptability to student ability levels and…

Sections look at: (1) Historical Perspective; (2) Naming the New System; (3) The Metric Units; (4) Measuring Larger and Smaller Amounts; (5) Advantage of Using the Metric System; (6) Metric Symbols; (7) Conversion from Metric to Customary System; (8) General Hints for Helping Children Understand; and (9) Current Status of Metric Conversion. (MP)

It is noted that defining subtraction independently of addition through use of physical objects can help one to illustrate the non-commutativity of this operation. Lack of awareness of the importance of the order of the digits may be a primary cause of errors in compound subtraction. (MP)

Two posters that involve digits and number activities designed to provide motivational activities for students are presented. It is thought the posters can be used to introduce some ideas from elementary number theory. Both primary objectives and possible instructional extensions are reviewed. (Author/MP)

Some functions on digits of positive integers are presented as possible sources for useful investigations by students, particularly through the use of calculators and computers or in the writing of small proofs. The material is designed to encourage students to conduct their own investigations. (MP)

Utilizes 42 second-grade rural students to determine if using multiembodiments rather than a single embodiment of concepts related to three-digit numbers would result in greater understanding of selected place value concepts. Reveals no significant differences on the group main effect or group-by-time interactions. (AH)

Evidence gathered in a study of 106 students in a course in elementary school mathematics methods shows that work with a nondecimal numeration system involving entirely new number symbols and names can lead to heightened awareness and appreciation of difficulties that children might have in understanding base ten numeration. (Author/CM)

Explorations of problems involving the zero power are presented as routes through which instructors can take their students to reduce pupil uneasiness with the concept. Initial examination begins with routines for calculators, and discussion proceeds to more formal mathematics to generate more support for the definition of zero power. (MP)

The history of Hawaiian number systems is examined, and answers to questions regarding Hawaiian number words, including their origin and factors that influenced their development, are covered. A brief guide for pronouncing Hawaiian words is also provided. (MP)

Some easy-to-state number properties are suggested as the subjects of proofs that are readily understood and interesting to pupils. (MP)

The use of graph paper to outline arrays of multidigit multiplication problems is promoted. (MP)

Three methods for using four-function, counting calculators for developing understanding of the meaning of square roots and operations on whole and rational numbers are described. (MP)

The need to establish links between what is currently being taught and earlier work, later work, other topics, and other subjects is promoted. Links between number inverse and symmetry are described. (MP)