This workbook for elementary teachers presents basic definitions and examples in the areas of set theory, numeration systems, fundamental operations and geometry. Text organization does not use programming frames. Answers to examples are included in a separate section. (DT)

Unit 17 in the SMSG secondary school mathematics series is a student text covering the following topics: number systems, coordinate geometry in the plane, the function concept and the linear function, quadratic functions and equations, complex number systems, equations of the first and second degree in two variables, systems of equations in two…

Several classroom activities using sugar cubes, file cards, and other readily available objects are described. The author argues that use of such games can be used to foster mathematical creativity while strengthening computational skills. (SD)

Patterns emerging when two-digit numbers in various bases are operated on by squaring and summing the digits. (SD)

Performance of 9-year-olds, 17-year-olds, and young adults on questions related to numerical estimation is reported. Implications for instruction are discussed. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Discussed is how the studies of mathematics and language can illuminate each other in areas such as symbols, sentences, substitution, and patterns. (MP)

Analyzes the concept "growth" by investigating the logic core of the concept, using systems theory, and testing it employing free definitions. Determines the associative framework using free association tests. Shows that a shift takes place in the logic core and in the associative framework from a growth in terms of geometric dimension towards a…

Numerous mathematical examples are presented which illustrate and raise questions about students' tendencies to overgeneralize. (BB)

To help simplify both teaching and learning of parallel circuits, a high school electricity/electronics teacher presents and illustrates the use of tables of values for parallel resistive circuits in which total resistances are whole numbers. (MF)

An analysis of the conceptual development of children between the ages of five and six. The interrelationship of such concepts a big, long, small, and short is discussed. (JLH)

A framework for organizing instruction on the basic facts is presented. Guidelines are given for blending work with concrete materials, thinking strategies, and drill into a meaningful program. (MN)

The use of games to provide practice on specified objectives is discussed. Four games are described in relation to several guidelines. (MN)

A variety of student work procedures and answer patterns for whole-number computation is examined. Specific suggestions for helping students who make each type of error are offered. (MN)

These three brief articles concern problems students encounter in solving simple linear equations, children's conceptions of number, and the distinction between adding objects and adding numbers as illustrated by students' problems with Euler's formula. (SD)

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)