Described is a procedure for teaching children to learn to count on with finger patterns after they have learned to count with objects. The technique has been found to be successful with children of all ability levels at grades one and two. (RH)

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)

Discusses a revision and extension of the Mulliken electronegativity scale to consider 50 elements. Describes the calculation of valence-state promotion energies and Mulliken atomic electronegativities and the conversion of Mulliken electronegativities to Pauling units. (CW)

Presents a quantitative treatment of ionization potentials of isoelectronic atoms. By looking at the single-electron view of calculating the total energy of an atom, trends in the screening and effective quantum number parameters are examined. Approaches the question of determining electron affinities. (CW)

Practical tips are presented for teaching concepts related to percentage and the integration of powers of "e." (PK)

Cryptarithm puzzles are explained and discussed. Examples are provided and reproducible student worksheets are included. (PK)

The relation between mathematical and computational aspects of recursion are discussed and some examples analyzed. Definition, proof, and construction are considered, as well as their counterparts in computer languages (illustrated with Logo procedures). (MNS)

A meta-analysis of 79 research reports on the effects of calculator use on students' achievement and attitude in grades K-12 was conducted. At all but one grade level, students using calculators maintained or improved their paper-and-pencil skills. Suggestions for the classroom are included. (MNS)

Kindergartners appeared to differ in their readiness to use a concrete counting strategy for addition. Many persisted in counting with objects. Mental counting strategies were sequenced. (MNS)

Establishing and maintaining the desirable kind of balance between meaning and computational competence is the subject of this reprint from a 1956 issue of the journal. Sources of the dilemma and suggestions for solution are discussed. (MNS)

Four worksheets and teaching suggestions are presented, with the focus on mental computation for levels 2-3; factors, levels 3-4; and nonroutine problems, levels 5-6 and 7-8. (MNS)

The history of mental computation in the elementary school curriculum is briefly described, followed by discussion of the benefits of mental computation. How thinking skills are enhanced is then illustrated. (MNS)

Provides general background on basic concepts of systems theory. Discusses applications of systems theory to computational and inferential chemistry in molecular and reaction systems, systems analysis, and synthesis. Describes methodology for studying chemical systems by computer and gives advantages of an integrated computational environment. (JM)

Activities with balance beams were used to motivate students and help them to learn basic mathematical principles. Illustrations are included. (MNS)

The role that food-preparation activities could play in developing understanding of mathematical ideas by middle school students is discussed. Measurement, computation, language, attitudes, and problem solving are addressed. (MNS)