The author describes the structure, content, and standardization of the Stanford Mental Arithmetic Test (SMAT), which was developed at Stanford University from 1973 to 1975. (MN)

Instructional techniques are given for the use of calculators in (1) finding prime numbers, (2) solving trigonometric equations, and (3) solving polynomial equations. (CP)

Two games are described. "Operation: Four" is a game which provides students with practice in basic computation. "Geometry" is a game which enables students to participate in a competitive match of definitions. (JT)

A variety of calculator activities is described for developing problem solving skills without getting involved in tedious computations. (JT)

Details ab initio crystal orbital calculations using all-trans-polyethylene as a model. Describes calculations based on various forms of translational symmetry. Compares these calculations with ab initio molecular orbital calculations discussed in a preceding article. Discusses three major approximations made in the crystal case. (CW)

In this article, the third part of a series, the results of ab initio polymer calculations presented in part 2 are discussed. The electronic structure of polymers, symmetry properties of band structure, and generalizations are presented. (CW)

The article includes a discussion of counting and counting strategies. In addition, there are eight problem sets appropriate for use with groups of different age and ability levels. Suggestions are given for finding variations of the problems. (PK)

A training experiment with 30 mentally handicapped children tested two models of mental-arithmetic development. Children's initial responses to a mental-addition task appeared to be the product of a mechanical prescription. Errors appeared to be more errors of method than of recall. (MNS)

Presented is a rationale for the importance of estimation. Strategies used by good estimators, and teaching strategies for computational estimation are considered. (PK)

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)

Describes an algorithm that provides more rapid convergence for more complicated forms of phase separation requiring the use of a digital computer. Demonstrates that this "inside-out" algorithm remains efficient for determination of the equilibrium states for any type of phase transition for a binary system. (CW)

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)

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)

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)

Presents concluding remarks to a symposium, "The Social Organization of Knowledge and Practice." Focuses on high aptitude of persons in everyday situations to solve problems and make decisions. Addresses three questions: (1) What happens when a problem-solver reaches a situation involving calculation? (2) How does learning transfer take place? and…