Demonstrates how an investigation of measurement and representative numbers can engage all levels of student ability. Asks students to learn about representative numbers in order to answer a question they find intriguing. (YDS)

Examines student solution strategies to a problem that appeared previously in this journal. (YDS)

Discusses the positive results of incorporating two essential elements of learning--language patterns and visualization--found in Japanese classrooms into a first grade classroom in Minnesota. (Contains 12 references.) (Author/YDS)

Established methods of teaching multiplication (tables, flash cards, repetitive exercises) do not work well with adult underachievers. The properties and concepts of multiplication of whole numbers must be presented as observable, fun, and practical. Finger math methods may succeed where pencil and paper fail. (SK)

Interrelationships between problem solving and number sense are discussed. Suggestions are given on helping children to search for a solution process and to reject unreasonable answers. The teacher's role in developing number-sense skills with problem-solving tasks is also discussed. (MNS)

Questions students raise about the meaning of zero to the zero power present an opportunity for mathematics teachers to involve students in active participation in exploring mathematical relationships. Calculators are the needed tool to make this exploration accessible to students. How they can be used is described. (MNS)

Presents lessons and reproducible student worksheets for grades three to four and grades five to six to investigate large numbers and comprehend their magnitude. (MKR)

Presents reasons for, and examples of, addressing environmental issues in secondary mathematics classrooms. (Author/MKR)

Examines ways to integrate a discussion of lotteries into a lesson on combinatorics and probability to enhance the teaching and learning of number sense. (Author/MKR)

Presents a summary report of a discussion subgroup of the Algebra Working Group at the Seventh International Conference on Mathematics Education held in Quebec City, Canada in August 1992. Argues that pre-algebra should be viewed as a continuation of arithmetic that asks different questions about numbers. (12 references) (Author/MKR)

Discusses some of the history of casting out nines and the controversy surrounding its use as a method of checking. (17 references) (MKR)

Discussed are two approaches to determining which regular polygons, either inscribed within or circumscribed about the unit circle, exhibit rational area or rational perimeter. One approach involves applications of abstract theory from a typical modern algebra course, whereas the other approach employs material from a traditional…

The STAR (Stop, Think, Ask, Recite) strategy was developed to help a kindergarten student write numerals. The child was encouraged to recite a "saying" while he formed each numeral. For example, to make a "5," the child would say "the man went down the street, around the corner, and his hat blew off." (JDD)

An experimental elicitation task with children between the ages of 20 and 27 months shows that children learning Thai numeral classifiers begin with purely distributional information: specifically (1) that classifiers must appear in the postnumeral position, and (2) that classifiers comprise a conventional, closed set of words. (35 references) (JL)

Mildly retarded preadolescents received equality-rule training, or instruction in which identical or different numbers were applied to identical or different quantities. In tasks of conservation of number, length, weight, and volume, these preadolescents scored higher than did preadolescents who received other types of training. (BC)