Suggestions are given for using the calculator in junior high classrooms. Square roots, factoring, and percentages are some topics discussed. A worksheet is included. (MP)

Algorithms for generating random numbers are discussed along with disadvantages. A program for a programable calculator is given that overcomes those disadvantages. (MP)

Types of presentations for quantitative data are defined and illustrated, and their attributes are discussed with recommendations of formats for specific purposes. (Author/STS)

Discusses the fraction system developed by the ancient Egyptians. Includes puzzles and number-theory problems. (MA)

A teacher describes an activity designed to help children understand the number concepts of the basic addition facts with sums of 11 or greater. (CL)

This paper discusses several applications of combinational mathematics to social situations and problems in the social sciences. (SD)

Two studies trace children's acquisition of counting as a means to extract, compare, and reproduce number from arrays of objects. Study 1 examined 3-, 4-, and 7-year-olds' use of counting to compare and reproduce arrays numerically. In study 2, nine of the 3-year-olds from the study 1 were retested after 12 and 18 months. (Author/JMB)

A discussion of computer errors and round-offs is given with the conclusion that attempts to get rid of these almost always result in generating more errors. (MN)

For journal availability, see EC 092 078.

The evolution of complex numbers is described, followed by discussion of some lessons that can be learned from this story, as with other stories from the history of mathematics. Suggestions for teachers about incorporating history into mathematics instruction are included. (MNS)

Presents a sociohistorical analysis of the development of a set of basic information technologies, namely, abstract symbols for quantities of space and time, and the formulation of computational strategies. Shows how numbers and geometry can be seen to reflect increases in a society's knowledge and social organization. (ARH)

Presented is a brief overview of Japanese education followed by specific ideas about important considerations in the teaching of mathematics in elementary grades. Examples are given for teaching flexibility in mathematical thinking. (RH)

Procedures for developing a variety of magic squares and magic triangles are given. A bibliography with references containing more ideas is included. (RH)

Discussed is research on children's understanding of zero and infinity and teaching suggestions for improving understanding. (RH)

Empty food containers can be used to have students devise mathematical problems. Sample questions that might be asked about two food boxes are included. (MNS)