This article considers the sum of a finite geometric series as applied to numeric data storage in the memory of an electronic digital computer. The presentation is viewed as relevant to programing in several languages and removes some of the mystique associated with syntax constraints that any language imposes. (MP)

The study looked at the initial learning of decimal concepts at grades three, four, and five. Helping children understand the concepts of decimals prior to computational use is promoted as a major goal for elementary education. The investigation is seen to have provided insights that could be applied to instruction. (Author/MP)

Showed that in a task requiring judgments about the concept of "more" based on the relative numerosity of sets, three- to four-year-old children may base their judgments on such parameters as the extent to which the sets are homogeneous with respect to the color of their components. (Author/DB)

The subtraction ideas presented are designed for elementary and junior high school children, yet are felt to be flexible enough to offer some challenge for high school students, particularly in algebra. (MP)

This study investigated whether there was a difference in achievement by first graders between their ability to solve open sentences presented in vertical form and in horizontal form. It was recommended that the horizontal form be avoided in grades one and two. (MP)

An extensive investigation of pupil understanding of fractions at the secondary education level showed the majority tended to avoid using fractions, could not generalize about them, and probably did not see them as an extension of the set of whole numbers. (MP)

A different method of teaching students the basic addition facts is presented. If a child is able to conserve quantity, then the organized program designed to aid in the memorization of facts is possible. (MP)

Problems are presented that can be solved with a microcomputer which explore the binary, decimal, and hexadecimal number systems and related problems. (Author/TG)

A teaching sequence providing a smooth transition from concrete materials to the subtraction algorithm is presented. (MP)

A teaching sequence for the division algorithm is detailed. (MP)

How computer methods can be applied to an old problem and how computer efficiency affects the solution to that problem are illustrated. (MK)

Activities to develop counting skills are given. (MK)

Programed instruction accelerated the ability of 62 children, ages four to six, in acquiring the concept of number conservation. (CP)

Attainment relative to six cognitive operations and four number and computational skills was assessed for 90 elementary students using clinical procedures. Variance associated with conservation of number, seriation, and logical classification competency accounted for a significant proportion of the variance in achievement scores. (Author/MK)

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)