Studies of young children's sequence of development from counting to the beginnings of formal arithmetic are reviewed. Four essential basic skills are identified: use of counting words, enumeration, the cardinality rule, and quantitative comparison. The contribution of counting to the development of arithmetical proficiency is stressed. (JDD)

Examples are given of how calculator-sized pocket computers, which can receive, store, and execute BASIC programs, can be used in mathematics classrooms. (MNS)

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Investigation of the links between understanding of the numeration system and representations of the counting sequence 1-100 of (n=77) high-ability grades 5 and 6 children revealed three dimensions of external representation: pictorial, iconic, or notational characteristics. (44 references) (MKR)

Interviews with 107 children, ages 4-7, about uncounted quantities, counted quantities, and numerical equations showed that the ability to predict changes to counted quantities increased with age. Only 7-year olds were able to use covariance and compensation in the purely numerical context of derived equations. (Author/MKR)

Describes a classroom activity in which students explore a real-life application of algebra by sending secret messages to each other. (MKR)

This article offers teaching strategies for developing number sense for children who are blind and braille users. Suggestions focus on developing number meanings, exploring number relationships with manipulatives, understanding the relative magnitude of numbers, developing intuitions about the relative effect of operating on numbers, and…

Discusses rationale for use of children's counting books and guidelines for selection and use. Provides suggestions for writing individual or class counting books. Includes an annotated booklist. (HTH)

Contains biographical facts, contributions, quotations, and anecdotes about mathematician Gottfried Wilhelm Leibniz. Presents an activity in which students discover patterns in the sums of the reciprocals of the triangular numbers. Contains reproducible student worksheet. (MKR)

A teacher of deaf fifth graders recounts the use of math logs to help students to write about their math experiences and thus generate, comprehend, and express mathematical ideas and knowledge. The process also helped the teacher pinpoint math problem areas and assess and monitor students' understanding of math concepts. (DB)

Shows various methods of folding and cutting 4-, 5-, 6-, 7-, 9-, and 11-pointed stars. Discusses the geometry underlying each method. (MKR/SW)

Defines number sense and gives suggestions and activities for teachers to use in helping students develop number sense, including using process questions, using writing assignments, encouraging invented methods, using appropriate calculation tools, helping students establish benchmarks, and promoting internal questioning. (MKR)

Compared children's cognitive abilities at four years and their prenatal amniotic fluid testosterone levels. For girls, prenatal testosterone levels were related in a curvilinear manner to language comprehension and classification abilities, and inversely related to counting and knowledge of number facts. For boys, no relationships were found. (BC)

Young children benefit from activities that involve various partitions of numbers, especially the number 10. Presented are two activities that require students partition and recombine numbers to solve problems in a gamelike situations. Examples and worksheets are provided. (MDH)

Introduces a proof of Sarkovskii's Theorem based on the intermediate value theorem, making it accessible to readers with knowledge of calculus. The theorem deals with k-period continuous functions, functions for which fk(x)=x, where fk(x) is the composition of the f function k times. (MDH)