An approach to the problem of dividing and costing total student contact hours into laboratory and classroom categories in the absence of complete data but availability of partial data is discussed. A solution is proposed applicable to all formulae having a calculation of teaching faculty support by either the percentage or credit hour methods.…

The author presents two activities for practice with numbers and calculation. The first is an arithmetic adaptation of the familiar game of "Concentration" while the second is an unusual representation of addition, subtraction, and some properties of negative numbers. (Author/MN)

The use of counting sticks as a concrete manipulative material in the development of number understanding and the concept of place value is strongly urged. (JT)

A unique magic hexagon, which can be used to help improve students' computational skills, is presented. (JT)

Problems in three contexts requiring the same computations were given to 34 students to test the hypothesis that students who could perform computations in mathematics problems were frequently unable to do them in other contexts. Results indicated that there were random (careless) errors in all contexts. (SD)

A book designed to enable lay readers to interact with computers using the BASIC language is described. (SD)

Evidence on learning problems due to dyscalculia is surveyed. Definitions, factors responsible for dyscalculia, split-brain research and hemispheric roles, mathematics learning problems and personality, materials for instruction, and levels of knowing mathematics are among the topics discussed with an extensive list of references. (MNS)

Defines one approach to problem solving in terms of student use of algorithms to find their solutions and gives examples. Discusses how problems and algorithms relate to each other. Describes strategies for teaching problem solving using algorithms. (CW)

Discusses a revised and extended version of the Mulliken electronegativities. Describes applications and limitations implied by this version. (CW)

Described is a procedure for teaching children to learn to count on with finger patterns after they have learned to count with objects. The technique has been found to be successful with children of all ability levels at grades one and two. (RH)

Describes a research project designed to monitor the transition from work based on concrete materials to the more formalized aspect of mathematics found in secondary schools. The topic of subtraction was chosen by three teachers who were involved in the investigation. (PK)

Discusses a revision and extension of the Mulliken electronegativity scale to consider 50 elements. Describes the calculation of valence-state promotion energies and Mulliken atomic electronegativities and the conversion of Mulliken electronegativities to Pauling units. (CW)

Presents a quantitative treatment of ionization potentials of isoelectronic atoms. By looking at the single-electron view of calculating the total energy of an atom, trends in the screening and effective quantum number parameters are examined. Approaches the question of determining electron affinities. (CW)

Practical tips are presented for teaching concepts related to percentage and the integration of powers of "e." (PK)

Cryptarithm puzzles are explained and discussed. Examples are provided and reproducible student worksheets are included. (PK)