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)

Outlines some directions taken in the United States for mathematics instruction and offers insights for mathematics teaching from research with young children. (ASK)

Provides and illustrates a method to compute the expected number of misclassifications of examinees using three-parameter item response theory and two state classifications (mastery or nonmastery). The method uses the standard error and the expected examinee ability distribution. (SLD)

Darwinian selection by consequences was instantiated in a computational model that consisted of a repertoire of behaviors undergoing selection, reproduction, and mutation over many generations. The model in effect created a digital organism that emitted behavior continuously. The behavior of this digital organism was studied in three series of…

The authors evaluate Angrist and Krueger (1991) and Bound, Jaeger, and Baker (1995) by constructing reliable confidence regions around the 2SLS and LIML estimators for returns-to-schooling regardless of the quality of the instruments. The results indicate that the returns-to-schooling were between 8 and 25 percent in 1970 and between 4 and 14…

Hydrogen activation on the (100) surface of MoS[2] structures was investigated by means of density functional theory calculations. Linear and quadratic synchronous transit methods with a conjugate gradient refinement of the saddle point were used to localize transition states. The calculations include heterolytic and homolytic dissociation of…

We reconsider the identification and estimation of Gorman-Lancaster-style hedonic models of demand for differentiated products in the spirit of Sherwin Rosen. We generalize Rosen's first stage to account for product characteristics that are not observed and to allow the hedonic pricing function to have a general nonseparable form. We take an…

Two studies were conducted to investigate, firstly, children's focusing on the aspect of numerosity in utilizing enumeration in action, and, secondly, whether children's Spontaneous Focusing on Numerosity (SFON) is related to their counting development. The longitudinal data of 39 children from the age of 3.5 to 6 years showed individual…