Ideas are presented regarding: (1) unique learning activities for students who have difficulty with operations with signed numbers; (2) a mathematical inspection of a unique card trick that can be expressed as an equation; and (3) sketching of graphs of composite trigonometric functions. (MP)

The use of money to teach mathematical topics such as fractions, percents, decimals, and nondecimal numeration is encouraged. (MP)

Examples of student-developed methods for dividing fractions and dividing and multiplying whole numbers are presented. Both are selected to show mathematical creativity in general mathematics students which would often be overlooked. (MP)

Problems focusing on number theory that can make good use of the calculator in discovering and proving simple theorems are proposed. The focus is on the properties of subtracting the smaller of a three digit number and its mirror number from the larger in a process that leads to zero. (MP)

Activities and manipulative materials that teach pupils regrouping, also known as borrowing or carrying, are reviewed. Several examples of typical student errors and the reasons for these mistakes are outlined. (MP)

Learning activities using a two-pan balance to teach the concept of equality are described. Construction of a poster board balance is illustrated. (MP)

Investigates which aspects of the mother behavior in interaction would be related, and in what way, to the child's acquisition of number conservation as a criterion measure of later cognitive development. (MP)

Described are graphing activities which can be instrumental in introducing the mathematics concepts of counting, sorting, grouping, and comparing on the primary level. On the intermediate level, these activites can be used to introduce collecting and sorting unorganized data, and creating graphs to represent the data. (Author/TG)

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

Rule learning in mathematics among elementary school children is described. Samples of dialogue between experimenters and children are presented, and the concept of rule learning is described in relation to two subgroups, gifted children and "regular" ones. (MP)

A special calendar chart is presented that can be used to find out what day of the week any date falls on during the 1980s. (MP)

Three methods of proof are analyzed as a means of aiding teachers in presenting arguments for certain number concepts. These are: (1) proof by contradiction, (2) Venn diagrams, and (3) method of exhaustion. (MP)

A "flipping" clown figure can be used on a number line to help students conceptualize operations using negative numbers. (SJL)

Two studies sought to determine the developmental relationship between the child's use of counting as a notational symbol system to extract, compare, and reproduce numerical information and the development of number conservation. Subjects were four- to six-year-old children in Study 1 and seven- to nine-year-old learning disabled children in Study…

Examples of opportunities for undergraduate students to engage in mathematical research are demonstrated. All examples are partition identities. (MK)