Definitions of estimating and approximating are given and areas where these skills are used (such as practical situations, problem solving, and measurement) are discussed. Nine activities which range from second to twelfth-grade level are suggested. (MK)

A possible solution is discussed to the problem of what mathematics to teach low achievers. The three main aspects are very basic mathematics, calculators, and confidence. (MP)

Reactions to a two-week workshop are given. Conclusions are that chisanbop has presented a misleading picture and is highly overrated. (MP)

The use of different colored quizzes for different skill levels is suggested as an aid for motivation in a mastery learning setting. (MP)

Discusses the determination of the position of the absorption maximum in wide bands as well as the confidence limits for such calculations. A simple method, suited for pocket calculators, for the numerical evaluation of these calculations is presented. (BB)

Examples are given of computer programs which teach the concept of function (including domain of the function, a change of argument, and composition of functions). (DT)

Spreadsheet programs are used increasingly by engineering students to solve problems, especially problems requiring repetitive calculations, as they provide rapid and simple numerical solutions. This article shows how advanced spreadsheet programs are used in the learning of numerical solutions of two-dimensional diffusion equation using the…

The concept of percentile is a fundamental part of every course in basic statistics. Many such courses are now taught to students and require them to have TI-82 or TI-83 calculators. The functions defined in these calculators enable students to easily find the percentiles of a discrete data set. (PVD)

Evidence is offered that children with specific language impairment often have serial memory difficulties. Research on the difficulties such children have in rote counting and in learning nursery rhymes is reviewed. Implications of current research for assessment and intervention in mathematics and rhymes are discussed. (DB)

Discusses the importance of mental mathematics beyond the middle school. Presents sample objectives for different courses or strands, and teaching ideas to make mental mathematics an important, ongoing goal in secondary mathematics instruction and beyond. (KHR)

Investigates the calculation strategies used by female students in Grades Two and Three to solve word problems. Findings indicate that students used three main intuitive models: (1) direct counting; (2) repeated addition; and (3) multiplicative operation. Concludes that children acquire an expanding repertoire of intuitive models and the model…

Describes five basic understandings involved in rational counting: (1) groupings of same or different items may be counted; (2) there is a stable order of the counting numbers; (3) one-to-one correspondence; (4) it does not matter which item is counted first; and (5) the cardinal principle. Discusses the importance of rational counting ability and…

Encourages teachers to allow opportunities for students to present alternative algorithms, whether the students invent them or learn them, then lead a discussion about the meaning of the operations with the goal of students understanding why the algorithm works. Teachers with students of similar racial and ethnic backgrounds should encourage the…

Presents a problem involving fractions for discussing and sharing of student responses to the problem at a later date. (KHR)

Describes how a 2nd grade class learned to add and subtract effectively by packing and unpacking "Aunt Mary's candies." (KHR)