Adding the number directly, one after another, was compared to adding the numbers by looking for combinations of ten. The Direct method was faster, but the two methods were equally accurate. (JT)

Teaching the mathematical concepts of greater than and less than without their mathematical symbols is discussed. (JT)

A graphing activity which allows students to work independently of the teacher and the textbook is described. The activity involves providing data in order to develop the skills necessary for interpreting the collected information. (JT)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)

This study tested for differences in the effects of computer and teacher assisted instruction on the numeral recognition and cardinal counting skills of 53 kindergarten children. Results are presented. (Author/MT)

Proposes the hypothesis that preschoolers have number concepts based on the numbers 1-5 rather than on the decimal structure. Results suggest that children understand numbers to 5 as a privileged anchor. Proposes a new model for a representational system of numbers. (Author/DR)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

Some children ignore traditional methods and use intuitive math shortcuts. This demonstrates an understanding of the structure of numbers that should be cultivated in every child. Teaching strategies and shortcuts can nurture this intuitive understanding and give children real insight into numbers. (MT)

A method for making divergent series converge is described. Proofs of the procedure are presented. (MNS)

This paper on the language of zero (1) deals with the spoken and written symbols used to convey the concepts of zero; (2) considers computational algorithms and the exception behavior of zero which illustrate much language of and about zero; and (3) the historical evolution of the language of zero. (JN)

A classification of the simple combinatorial configurations which correspond to various cases of distribution and ordering of objects into boxes is given (in French). Concrete descriptions, structured relations, translations, and formalizations are discussed. (MNS)

Exploring the numerical nature of quadratic equations is the focus of this article. Small solutions, the general case, and a detailed analysis are each presented. (MNS)

Properties of the number 1,001 are investigated. (DT)

Two methods are considered for finding the logarithm of a number using elementary arithmetic. (DT)