Discusses the history of different methods of representing numbers and how these representations facilitated counting and computing devices such as the abacus. (MDH)

Found that, after extracting an arithmetic problem from a real situation and working out an answer, 6- to 12-year-olds with learning difficulties in math were unable to reapply the answer to the situation. Also found that the children, in a hypothetical situation, were unable to use token money, or to do calculations on paper or with an electronic…

Presents an analysis of young students' development of multiplication and division concepts based on a multimodal Structure of the Observed Learning Outcome (SOLO) model. Describes a SOLO developmental model for multiplication and division in terms of developing structure and associated counting and calculation strategies. Contains 48 references.…

Analyzes and refutes the arguments made by "back-to-basics" proponents against the use of calculators and for traditional instruction in the algorithms of pencil-and-paper arithmetic. Argues for the value of mental arithmetic in achieving all the aims and more of the traditional curriculum. (Author/ASK)

Describes an elementary arithmetic project that involves reading, writing, and counting skills. Students collaboratively create a tooth-shaped book designed to strengthen their counting skills as they celebrate losing baby teeth. The article also includes other activities to further extend the project. (SM)

Uses neuropsychological and developmental models of number, counting, and arithmetical skills as well as supporting working memory and speed of articulation systems as the theoretical framework for comparing groups of low- and average-IQ children. Indicates that low-IQ children's conceptual understanding of counting did not differ from that of…

Outlines the embedded mathematics in which important but hidden calculations are being done for communications in commerce. Explains two key concepts, error detecting codes and error correcting codes. Illustrates these ideas using two familiar examples, barcodes and ISBN numbers. (ASK)

Presents examples taken from an existing K-9 program to show how children of various ages can be engaged in intellectual experiences, some of which might not seem to be mathematical by traditional standards. (ASK)

Examines strategies used by preschool children to subdivide items and focuses on how counting and sharing relate to one another. Indicates that children exhibited alternative strategies--suggesting use of a recipient as a mental cycle-marker and an adjacent recipient strategy--with pauses between allocations suggesting a re-presentation of lots…

Indicates that there has been a lot of work done and that a great deal needs to be done in the future to explore the world of children's early number. Discusses the counting, the use of algorithm, practical mathematics, the use of manipulatives, individual differences and pedagogical concerns, and classroom applications. Contains 18 references.…

The ability of some individuals with mental retardation to identify prime numbers despite their lack of necessary arithmetical skills is discussed. The article suggests that a distinction between prime and nonprime numbers can be made by utilizing the tendency of visual perception to be symmetrically organized. (Author/DB)

Discusses the mistakes of Kirschner, the German philosopher and mathematician, in calculating factorials of large numbers by hand in the 1600s. Uses computer technology to calculate those numbers now. (ASK)

Demonstrates the logical relationship between percentage composition and an empirical formula using a technique that depends on determining a minimum molar mass for the compound based on the mass percent of each element. (DDR)

Presents conversion factors to be used to translate the quality of the respective contraception methods distributed to a single measure of protection for calculating couple-years of protection in family planning studies. Discusses the implications for the evaluation of family planning programs. (SLD)

Explores adult adding techniques and ponders whether they have any relevance to working with primary school children. Suggests ways that can help children develop into effective adders. (ASK)