Two learning-disabled, three educable mentally retarded, and two trainable mentally retarded senior secondary students were trained to count money rapidly. All subjects significantly improved their counting rates, maintained a 90 percent level of accuracy, and maintained their skills across settings and over time. (Author/JDD)

This article describes techniques that utilize literature to help students develop a number sense and to enliven math classes. Books and activities are suggested that address concepts of pattern and order, counting, estimation, factorial analysis, and exponents. Techniques incorporate open-ended discussions that leave room for emotion, intuition,…

Discussed are students' understandings of the relationship between fraction and decimal interpretations of rational numbers, where both interpretations are represented symbolically. The methodology employed in this study, interviews, results, and a discussion of the implications of the results are presented. (CW)

The NCTM Standards regarding whole number computation and computation and estimation are reviewed and explored. Activities for implementing this portion of the Standards in grades K-4 and 5-8 are suggested. (CW)

Describes two activities for developing computational skills, discovering patterns, checking answers, and factoring quadratics and equivalent fractions. Provides worksheets for the activities. (YP)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Presents a calculator-type computer program, CLICAL, in conjunction with complex number, vector, and other geometric algebra computations. Compares the CLICAL with other symbolic programs for algebra. (Author/YP)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)

Presented are definitions and a grid to clarify relationships between terms. Discussed is an example of the application of Einstein coefficients and some suggestions for teaching this concept. (CW)

Discusses a calculation method to approximate pi. Describes how to get an approximation to the circumscribed and inscribed perimeters of regular polygons of n sides. Presents the computer program and result of the approximation. (YP)

It is argued that number sense develops through meaningful, purposeful activities involving calculating, measuring, and estimating. Understandings that must be developed with each are discussed. More emphasis needs to be placed on thinking about the various procedures that can be used to solve problems and on interpreting the answers. (MNS)

The use of developmental algorithms to develop skills is described. Children make the transition from using concrete materials to using a standard algorithm. (MNS)

Several problem-solving activities involving only 0-9 to be used with sets of ceramic tiles are presented. Finding specified sums, differences, or products is the object of most of the problems. (MNS)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)

Two simple empirical approximate Bayes estimators are introduced for estimating domain scores under binomial and hypergeometric distributions respectively. Criteria are established regarding use of these functions over maximum likelihood estimation counterparts. (SLD)