The need to recognize differing learning styles in children so as not to ignore the gifted but learning disabled student is stressed. The use of games in math instruction is considered and suggestions for presenting word problems in ways which take into account differing styles are offered. (PHR)

The author argues against some topics included in the standard high school mathematics curriculum, including traditional algebraic word problems, trinomial factoring, complicated fractional expressions, and some geometric theorems and proofs. (MP)

Instruction of linear measurement skills to first and second graders is found to be more effective when taught in a manipulative context than in a graphic context. No differences are observed between manipulative and abstract instructional methods. (JMF)

Several areas of concern are noted in the emerging national movement toward programs for mathematically gifted students. Four areas of current needs that could be better addressed which would greatly expedite current efforts are noted. (MP)

The Soviet educational system is now designed to maximize the ability of every student. Only the minority of American students take full advantage of the benefits provided by school programs. (Author/MLF)

Described is the reform movement in Mathematical Curricula in Egypt. The major reform activities, evaluation of the success of the UMPAS curriculum, and the future of the UMPAS in Egypt are discussed. (DS)

A description is given of a calculator-oriented arithmetic course given at a community college. Problem solving was the primary objective of the course. (MK)

Four problems are presented and solutions using a calculator are illustrated. (MK)

A unit on the quadratic equation is described. The discovery approach is used and the computer is integrated into the study of mathematics. (MK)

The need for a mathematics program that "emphasizes the humanness of its young clients" is discussed. Early experiences in mathematics are suggested. (MK)

This article seeks to examine some basic concepts of "telling time" and to suggest a more effective way of teaching such a fundamental concept. (Author/MK)

Five intuitive explanations of division by zero that arise from the common models used in the elementary school to introduce whole number division are presented. (MK)

Some history, applications, and unique characteristics of zero are discussed. (MK)

Masters of worksheets designed to generate interest in mathematics and provide mathematical experiences that lead to the introduction of the concept of a variable are presented. (MK)

Curricular placement of and emphasis on common and decimal fractions are discussed. Suggestions include: retaining common fractions in the curriculum, teaching decimal concepts and notation earlier, reducing fraction computation complexity, and moving fraction computation upward in the curriculum. (MK)