Discusses the traditional number systems and the origin of the number names used by several African peoples living south of the Sahara. Also included are limitations in African mathematical development, and possible topics for research. (RP)

Describes how the Phi number and the Fibonacci numbers are generated. Some activities to examine the existence of the Fibonacci series in nature and music are also presented. (HM)

This article discusses how constructing a typology of number systems is complicated by the existence of associative forms and why this problem arises. Data from Central Pomo and Central Alaskan Yupik demonstrate how this problem can be resolved. (18 references) (Author/CK)

Evaluates the National Numeracy Strategy (NNS) as a successful framework for promoting confidence and competence with numbers and measures, an understanding of the number system, a repertoire of computational skills, and the ability to solve number problems in a variety of school contexts. Suggests taking steps to change children's mathematical…

Discusses multiple symbols for zero and the long-count system which were used by the Maya. (KHR)

Describes number strips, arrow diagrams, and grids for number operations. Provides diagrams for the activity materials. (YP)

Describes a pattern which emerged from an examination of the digits of the squares of numbers. Provides eight examples having the pattern at the units or tens digit of the number. (YP)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Discusses figurate number learning activities using patterns and manipulative models. Provides examples of square numbers, triangular numbers, pentagonal numbers, hexagonal numbers, and oblong numbers. (YP)

Why a computer error occurred is considered by analyzing the binary system and decimal fractions. How the computer stores numbers is then described. Knowledge of the mathematics behind computer operation is important if one wishes to understand and have confidence in the results of computer calculations. (MNS)

Several hierarchical classes models can be considered for the modeling of three-way three-mode binary data, including the INDCLAS model (Leenen, Van Mechelen, De Boeck, and Rosenberg, 1999), the Tucker3-HICLAS model (Ceulemans,VanMechelen, and Leenen, 2003), the Tucker2-HICLAS model (Ceulemans and Van Mechelen, 2004), and the Tucker1-HICLAS model…

"Number sense" is "an intuition about numbers that is drawn from all varied meanings of number" (NCTM, 1989, p. 39). Students with number sense understand that numbers are representative of objects, magnitudes, relationships, and other attributes; that numbers can be operated on, compared, and used for communication. It is fundamental knowledge…

The course described in this article, "Multicultural Mathematics," aims to strengthen and expand students' understanding of fundamental mathematics--number systems, arithmetic, geometry, elementary number theory, and mathematical reasoning--through study of the mathematics of world cultures. In addition, the course is designed to explore the…

Numbers can be represented in a variety of ways--through pictures, diagrams, symbols. Each representation highlights different features of the number and the number system. This study aims to explore pupil understanding of number both within and across representations. A computer environment (suite of programmes) was created within which…

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)