A method for converting francs to dollars and dollars to francs is shown to involve the harmonic mean. (MP)

Presented is a historical treatment of computational devices that use counters on a checkerboard. The discussion includes works of John Napier, Walter Minto, and Nicholas Saunderson. (MP)

Directions are given for construction of tangram puzzles that can be used to reinforce arithmetic concepts. Several examples are given. (MP)

The use of the hundred chart is discussed as an effective means of teaching the concepts of least common multiple and greatest common factor. (MP)

Random number generation by computers is discussed. A BASIC program is given that uses random numbers to print a given name in random positions at given time intervals. (MP)

A series of carefully planned activities is described for introducing first-grade students to place value with two-digit numerals. (JT)

A group of 31 institutionalized retarded adolescents responded to 18 conservation of number tasks. (Author)

This study investigated whether 4- and 5-year-old children can evoke and use kinetic imagery and whether the ability to use kinetic imagery depends on the attainment of concrete operations. Results yielded no evidence of association between kinetic imagery and conservation. (Author/JMB)

When adults judge which of two digits is numerically larger, their response times decrease linearly with the numerical difference. For fourth- and seventh-grade children, the slope of the function relating judgment time to numerical difference is similar to that of adults, but much steeper for kindergarten and first-grade children. (Author/JMB)

Discusses a study of a reinforcement program using a multiple baselin design to teach number names to a learning disability student. Results indicated that a classroom teacher can design and implement a methodologically sound, practical, and effective behavior change program. (JM)

Establishes two categories of numbers: (1) relatively frequent numbers and (2) relatively infrequent numbers. The numbers in the first group are manipulated by people and depend, at least to some degree, on memorization; those in the second group are essentially machine inputs. Examples of the first group are examined. (SED)

Extracts from "Experimenting with Numbers" by Margaret Stern demonstrate the use of Stern Blocks to develop the conceptual base on which learning disabled students can build further mathematical skills. (DB)

Plastic Easter eggs are useful devices for teaching basic mathematics skills, from counting activities to graphing. Eggs are used to reinforce addition, subtraction, and multiplication skills; column addition, estimation, statistics, and other topics are introduced. Sample activities are described. (JL)

Computational algorithms from American textbooks copyrighted prior to 1900 are presented--some that convey the concept, some just for special cases, and some just for fun. Algorithms for each operation with whole numbers are presented and analyzed. (MNS)

Presents six mathematical problems (with answers) which focus on: (1) chess moves; (2) patterned numbers; (3) quadratics with rational roots; (4) number puzzles; (5) Euclidean geometry; and (6) Carrollian word puzzles. (JN)