This study investigated three factors associated with third grade children's ability to solve open sentences of the types N + a = b, a + N = b, a - N = b, and N - a = b, where a and b are given whole numbers and N is to be found. Two factors were: (1) the size of the numbers a and b; and (2) the context of the sentence, whether presented alone or…

The design, results, and conclusions of a study to determine the feasibility of interrelating the four basic operations with young children are reported along with implications for curriculum and instruction. (MP)

This game involves one player guessing the numbers and operations of an equation written down by another player. (MP)

An analysis of the rabbit problem reveals some of the fascinating properties of the Fibonacci numbers. (MP)

Complex numbers and trigonometry are used to prove that a given constructed line is equal to the length of one side of a regular pentagon inscribed in a unit circle. (MP)

A test for divisibility by any prime number is discussed and its proof is given. (MP)

Binomial coefficients are used to prove two conjectures concerning the partitioning of an N-dimensional space. (MP)

The article describes use of the number line to teach special education students money skills. (CL)

Teaching the mathematical concepts of greater than and less than without their mathematical symbols is discussed. (JT)

A graphing activity which allows students to work independently of the teacher and the textbook is described. The activity involves providing data in order to develop the skills necessary for interpreting the collected information. (JT)

The article uses case histories and anecdotes to describe the math difficulties of learning disabled children and to explain a variety of remedial therapies that match particular problems. (Author/DB)

Techniques used to teach a class of seven- and eight-year-old learning-disabled students to tell time are described. Students first practiced counting by 1s and 5s around a clock with no hands before being introduced to the differing functions of the minute and hour hands. (VW)

Proposes the hypothesis that preschoolers have number concepts based on the numbers 1-5 rather than on the decimal structure. Results suggest that children understand numbers to 5 as a privileged anchor. Proposes a new model for a representational system of numbers. (Author/DR)

Some children ignore traditional methods and use intuitive math shortcuts. This demonstrates an understanding of the structure of numbers that should be cultivated in every child. Teaching strategies and shortcuts can nurture this intuitive understanding and give children real insight into numbers. (MT)

Three-, four-, and five-year-olds were given problems to test their ability to recognize absolute number and relative order. Results suggest that children understand number as an absolute amount before they understand it as part of a progressive sequence in contradiction to the "ordinal theory of number." (Author/DST)