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 examination by students of the associative property of a binary operation is used to illustrate how students can be involved in mathematical discovery. (MP)

The generation by computers of random numbers is discussed. A BASIC program is given that will generate a set of normally-distributed random numbers. (MP)

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

One possible way of looking at the limit concept, from the learner's point of view, is proposed; it can easily be built up gradually with little risk of conscious or subconscious conflicts of concepts perceived to be closely related. (MN)

A theory on the origin of Roman numerals proposes that the principal numbers can be stylized in terms of a square. It is speculated that the abacus or its equivalents, such as the counter or chequer-board, was used to count before the alphabet became common. (SW)

Adding the number directly, one after another, was compared to adding the numbers by looking for combinations of ten. The Direct method was faster, but the two methods were equally accurate. (JT)

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)

This study tested for differences in the effects of computer and teacher assisted instruction on the numeral recognition and cardinal counting skills of 53 kindergarten children. Results are presented. (Author/MT)

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)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)