Presents examples of visual representations helpful in understanding number relationships and the algebraic statements of these relationships. Suggests that these representations can be used by teachers to aid students in discovering number relationships and in acquiring meaning for given mathematical statements. (PK)

Recounts a classroom experience which investigated whether any integral solutions for the law of cosines would be analogous to "Pythagorean triples." Several interesting relationships were discovered. (PK)

Describes a three-week summer course for academically talented high school students which explored the integers and some classical topics from number theory. (PK)

Suggests that the mathematics curriculum for young children can grow from children's literature. Examples given encourage children to use a variety of thinking skills including classifying, forming hypotheses, selecting strategies, and creating problems. (PK)

Two major ways to view the numbers to 100 are counting by ones and grouping by tens and ones. Research suggests that early understanding of numbers comes from counting and that place value instruction cannot be hurried. (PK)

Presents three traditional problems from discrete mathematics with alternative solutions and discussion of those solutions. (PK)

One method (attributed to Archimedes) of approximating pi offers a simple yet interesting introduction to one of the basic ideas of numerical analysis, an iteration sequence. The method is described and elaborated. (PK)

Fifth graders performed better than third graders on discovering the function rule relating two number pairs. Task difficulty and mode of presentation (graphic or symbolic) varied by function. The children seemed ready to relinquish a hypothesis in the face of disconfirming evidence. (MNS)

What students need to know in a world where most computations are done by machine is discussed. Needed changes in the mathematics curriculum are then detailed in relation to mental arithmetic, numeration, decimals and fractions, paper-and-pencil computation, order of operations, problem solving, and instruction on calculator use. (MNS)

The pros and cons of using calculators in the arithmetic classroom were discussed in an English seminar for teachers. (SD)

Worksheets are provided for an activity involving the use of the calculator in discovering patterns when a number is divided by 9, 99, or 999. (DT)

"How many are the numbers?", "How many numbers are there between 1 and 2?" These tasks were set in three fifth grade classes in an educational environment characterised by an alternation of classroom discussions orchestrated by the teacher and students' production of individual reports. They allowed us to analyse both the short term evolution of…

This study describes a teacher preparation program in mathematics and science and explores what impact the reformed curricula and teaching methods instituted in the program have on prospective teachers' understanding of rational numbers and integers. The study pursues obtaining in-depth insights regarding prospective teachers' concept development.…

This case study describes a congenitally blind undergraduate student who successfully completed a basic statistics course. Accommodations specific to his blindness included: a textbook on tape and review tapes before examinations; a talking calculator; graphs made on Braille paper and other tactile teaching aids. Affective problems encountered…

A group of six short ariticles explain 14 teacher-developed games and activities for classroom use. Many of the activities deal with interesting drill in basic operations and number concepts. The game of "Battleship" utilizes coordinates and several games are presented which stress strategies and logical reasoning. (LS)