More work with fractions needs to be done in the elementary school, with emphasis on concepts rather than computational algorithms. (MP)

Summarizes experiments indicating that a basic key to learning is the development of concepts of pattern recognition and the appropriateness of using a particular theorem. (Author/SK)

This article presents a chart to illustrate learning paths for children ages 3 to 6 years and sample teaching strategies in the following areas: (1) number and operations; (2) geometry and spatial sense; (3) measurement; (4) pattern/algebraic thinking; and (5) displaying and analyzing data. (KB)

Demonstrates the consequences of teaching rules without understanding using examples from two 3rd grade children. Suggests alternative instructional strategies. (KHR)

A study of (n=26) prospective elementary teachers' understanding of the area of a rectangular region as a multiplicative relationship between the lengths of the sides resulted in the development of a description of the quantitative reasoning involved. (23 references) (MKR)

Attempted to verify knowledge regarding decimal and rational numbers in children ages 10-14. Discusses how pupils can receive and assimilate extensions of the number system from natural numbers to decimals and fractions and later can integrate this extension into a single and coherent numerical structure. (Author/MKR)

Presents a mathematics problem that provoked an excellent classroom discussion concerning the nature of numbers and their relationships. (MKR)

Describes the use of the children's book, "The Wolf's Chicken Stew," to present open-ended tasks designed to involve children in problem solving: estimating; conducting probability experiments; and collecting, sorting, classifying, displaying, and interpreting data. (MKR)

Discusses the use of children's literature to combine social studies and mathematics to study patchwork quilts. (MKR)

Presents activities utilized with primary teachers to alleviate instructional concerns about using calculators and provide reasons for using calculators in their mathematics instruction. Activities address the topics of estimation, number sense, numeration, whole number and fraction operations, probability, and problem solving. (MDH)

It is argued that Australian elementary mathematics curricula have been influenced by earlier British and United States educational movements and theories and are out of touch with current research emphasizing a constructivist approach. A new model of young children's numerical development is offered, and recommendations for improving mathematical…

Discusses ways that calculators and computer microworlds, such as LOGO and Shape Makers, can be used as tools for exploration, problem solving, and empowerment in school mathematics. Includes suggestions for classroom activities. (Contains 12 references.) (MKR)

Kindergarten (n=30) and grade 1 (n=15) students of contrasting socioeconomic backgrounds were interviewed to assess their knowledge of number word sequences and spatial patterns and their ability to recognize numerals and use counting to establish numerosity of visible and screened collections. Findings indicate greater variation in abilities…

This is a reprint of an address given at the Christmas National Council of Teachers of Mathematics (NCTM) meeting in 1958. It provides a critique of elementary instruction and discusses the changes necessary. It calls for fundamental change in the concept of mathematics teaching. (PDD)

Describes how one second-grade teacher opened the way to an understanding of mathematical concepts for her students by opening some favorite children's books. Four specific titles along with the mathematical skills they focus on and suggested teaching ideas are presented. Additional resources are included for each title. (BB)