This illustrated manual was written with the expectation of increasing parent involvement in children's early learning development. Concrete examples of things to do are offered in five basic areas in which parents can help prepare their preschool child for school: health care, language development, perceptual-motor development, social…

This is the first of two guidebooks for Grade 7 recommended to build fundamental concepts necessary for success in algebra. Topics covered include numeration systems, operations in non-decimal bases, whole numbers, factors and primes, and fractions. Goals for the course are stated, then, for each topic, performance objectives, a course outline,…

One of a series of experimental units for preschool children, this unit deals with basic number concepts. The booklet includes a short discussion of mathematical background, an outline of the unit, a discussion of the objectives, and sequences of learning activities for the children. The appendices contain worksheets used in the unit. For other…

Part of a series of experimental units for students at the preschool level, this unit is designed to develop number concepts through counting. A short discussion of the mathematical background, an outline of the unit, a discussion of the objectives, a list of materials needed, and sequences of learning activities for the children are included. The…

The mathematics curriculum of the Fort Benton school system was designed with funds under Title III of the Elementary and Secondary Education Act to present all students with a basic knowledge of mathematics and to provide the gifted child with an opportunity to develop to the best of his ability the mathematical skills and theory demanded by a…

MIDDLE-CLASS, FIRST-GRADE STUDENTS (100) WERE TESTED INDIVIDUALLY ON 4 ITEMS OF CONCEPT OF ADDITION AND CONSERVATION OF NUMBER. THE TEST ITEMS WERE IDENTICAL EXCEPT FOR THE NUMBER OF OBJECTS INVOLVED. FOR EACH ITEM, TWO PILES OF CANDY WERE PLACED BEFORE EACH CHILD AND THEN MOVED TOGETHER. THE STUDY SHOWED NO MAJOR DIFFERENCE IN THE MEAN…

Pascal's triangle can be used as early as grades five and six to teach children to recognize mathematical patterns. Children can be guided to discover patterns or sequences of numbers if they begin with pictures or physical objects which they can manipulate and count. (Author/BB)

The introduction of prime numbers in the intermediate grades should be handled with care or the concept will appear arbitrary, artificial, and unreal to the pupils. The approach suggested here is in the form of a game-like activity. A knowledge of multiplication and factors is a prerequisite. (BB)

Three worksheets dealing with number triangles are given. Exercises are designed to lead students to discover number patterns within the triangles. (MP)

College students, in three experiments, learned to recite a counting pattern in the base three number system. Although all subjects learned to a criterion of two errorless trials, learning with different rule systems resulted in different levels of understanding and performance on transfer tasks. (GDC)

The psychology of learning is used to analyze learning difficulties of educationally sub-normal (severe) children. Implications for more effective teaching strategies in dealing with number concepts as well as general considerations are given. (MN)

Activities are described that reinforce knowledge of multiplication facts and also give students practice in making generalizations that improve problem-solving skills and provide a foundation for work with fractions. (MNS)

Reports on a study into first grade student's interpretations of the equals sign in different contexts. Argues that varying situations affect students' understanding of such arithmetic concepts, including the social interaction patterns in the classroom during arithmetic instruction. (TW)

Students are given a computational rule to follow for the first set of problems and must then discover the rule for the second set. Four worksheets for grades 1-8 are included. (MNS)

Suggests that good number sense is fundamental for success in estimation, approximation, and problem solving. Further, large-number concepts are appropriate for development in upper elementary school, high school, and beyond. Presents examples to enhance a sense of large numbers in middle and high school students. (PK)