On a scale of "moja" to "kumi", African math studies rate "kumi" with kids. (Editor)

Results of a study of children's ability to perceive grouped vs. ungrouped objects representing the numbers 1 through 9 showed that perceiving elementally grouped objects was significantly easier than nonelementally grouped objects, and elementally grouped objects in a pattern were significantly easier than non-patterned groupings. (DT)

Illustrates how many key algebraic concepts can be informally developed within the number and operations strand taught in the primary grades. Discusses expressions and equations, properties and conventions, relationships between operations, and variables from this perspective. (ASK)

Presents three number games for mathematics classrooms designed to improve the learning of number concepts. Game topics include determining products, arranging mathematical signs, and factoring. (ASK)

Investigated the ability of three- and four-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. Findings indicated that three-year-olds performed at the level of chance on the auditory-visual matching task, but four-year-olds performed significantly above chance. (MOK)

Presents an investigation, applicable for grades 3-6, that focuses on the concept of randomness and encourages children to conjecture and to conduct experiments which verify or contradict their intuitions. Involves using hands-on explorations, collecting data, and drawing conclusions on the basis of the information. (JRH)

Shows how all primitive Pythagorean triples can be generated from harmonic sequences. Use inductive and deductive reasoning to explore how Pythagorean triples are connected with another area of mathematics. (KHR)

Presents activities to find Pythagorean triples using the TI-83, a graphing calculator. (KHR)

Discusses several solutions--correct and incorrect--for a "Food for Thought" problem from the May 2000 issue. Emphasizes the importance of proportional reasoning. (KHR)

This study compared instruction in addition using either a minimum addend strategy or drill and practice with 84 students either with or without learning disabilities (LD). Students with LD improved significantly only in the strategy condition, whereas general education students improved in both the strategy and the drill-and-practice conditions.…

Describes a multicultural enrichment project for 4th graders that highlights number systems and computation algorithms of various cultures. Discusses student responses and reactions. (KHR)

Describes a prime-number unit that targets middle school students learning about patterns, formulas, and large numbers while participating in a search for the largest prime number. (YDS)

Uses spreadsheets and programmable calculators to investigate limiting behavior in number patterns. (YDS)

Documents the experiences of two teachers and their kindergarten and first-grade students in working with calculators as an ongoing and integral component of their mathematical programs. Focuses on ways that the children and teachers use the calculator to develop ideas of number through explorations of numerals, counting, number magnitude, and…

Explores ways to help children make connections between whole-number multiplication and their notion of a fraction. Illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools. (KHR)