Several problems are identified: place values, time, even numbers, fractional parts, and temperature. Specific teaching suggestions are discussed. (MP)

One student's project involved a contest of guessing how many peanuts were in a 100-pound bag. His teacher briefly reflects on the wide range of guesses and students' concept of large numbers. (MP)

Variations on rummy are presented as a means of providing practice for related mathematical concepts at both the pictorial and abstract levels. Rules are outlined and eight examples of card topics are shown. (MP)

Eight classroom problems dealing with number concepts are presented and accompanied by suggestions for teacher use. (MP)

This paper is a translation of a report on two Swedish investigations concerning children's lack of understanding of the quantitative value of numbers (specifically, decimals and fractions). (MN)

The representation of equivalent fractions is traditionally illustrated by diagrams showing division of units into parts. A second approach using linear graphs is suggested. (SD)

The relationships between arithmetic, geometric, and harmonic means and the root mean square of two numbers are examined. The problem of generalizing these relationships to three variables is discussed. (SD)

Upper elementary school students created their own algorithms for finding products of whole numbers. The algorithms were similar to familiar ones for finding products involving 9 and 11. (SD)

Three worksheets explore perfect, deficient, abundant, and amicable numbers by attaching mystical connotations to numbers and their divisors. (JT)

Playing with number patterns can lead students to discover some divisibility tests. (JT)

A brief account of the controversial arrival of the use of the electronic calculator in schools and examinations in Scotland is given along with suggestions for future calculator usage. (MN)

A calculator activity, described as a bingo game, emphasizes speedy calculations as well as problem solving. (JT)

Choosing mental, written, or calculator procedures is important for children to learn. Children should be encouraged to be flexible and consider alternatives when doing mental calculation. Developing mental skills, symbols and rules, and numbers in context are each considered. (MNS)

A study of a brain-damaged subject's impaired performance on tasks involving production of verbal numbers found that lexical errors occurred in spoken production but not in written production, while syntactic error occurred in both modes. (Author/CB)

Described are children's strategies in thinking about fraction order and equivalence. The data are based on two teaching experiments with fourth and fifth-grade children. Some sample activities for teaching order and equivalence are included. (RH)