Argues that calculator activities, even in the early grades, can present situations in which basic mathematical thinking processes come into play. The activity described involves developing efficient calculator guess-and-test strategies and requires only an introductory notion of the four basic operations of arithmetic. (PK)

This activity for grades 6-12 is designed to promote an increased interest in mathematics and its study. Directions for the game "Math Trivia" are given, with questions ready for cards and additional questions listed. (MNS)

The first aim in school might be to help children become more aware of the algorithmic processes they use; then, ensure that they can devise algorithms and define them. Many examples of how these aims can be met are given, including the use of calculators and computers. (MNS)

Programs (using Logo) developed by children to produce multiples, the Fibonacci series, and square numbers are presented, with graphical representations of functions introduced. Another investigation involves drawing a circle using turtle graphics. (MNS)

Five-frames are proposed as manipulative material to increase children's ability to identify the number of objects without direct counting. How to use frames and beansticks to construct basic facts without counting is discussed. (MNS)

Brief articles are included on dropping perpendiculars, working with rational exponents, and finding the square root with base 10 blocks. (MNS)

Included are brief articles discussing chain letters as an example of exponential growth, a box technique for factoring, and integrating the inverse of a function whose integral is known. (MNS)

In one school, algorithmic development has been infused in the mathematics curriculum. An example of what occurs in mathematics classes since the teachers began using the computer is given, with two students' conjectures included as well as the algebraic justification. (MNS)

Some answers are given to questions that teachers ask about the preprimary mathematics program. A point of view is presented and a model provided outlining a scope and sequence for choosing experiences for children about five years old. (MNS)

Four worksheets for levels one-eight are included. Practice on addition, multiplication, fractions and decimals, and integers is provided through activities involving puzzling patterns. (MNS)

A "neat and general" divisibility algorithm for prime numbers is presented. Five illustrative examples are included. (MNS)

Five exploratory activities arising from work by sixth-grade students are described. They concern geometric ideas and number concepts, including fractions. Illustrations are included. (MNS)

An example is given for deriving mathematical content from a game. The game and eight activities are included for both basic and advanced versions. (MNS)

Different uses of numbers in natural language and mathematics is argued to have consequences for children's learning of numbers and for primary-grade textbooks. A study using particular properties of Hebrew indicates a crossing of the two language systems in children's reading of an arithmetic textbook. (MNS)

Four experiments are presented to support the theory that the rule system governing the law of large numbers is not tied to a content domain, and that it can be improved by formal teaching techniques. The experiments showed that statistical training enhanced everyday reasoning. Test problems and objective example problems are appended. (LMO)