Proposes a word problem concerning placing students around triangular tables. Students must determine how to place the touching tables so that everyone can be seated. (KHR)

Presents a lesson that teaches number patterns through the Vedic matrix found in Vedic mathematics from India. (KHR)

The concepts of number sense and numeration, operations, and whole-number computations and their importance are discussed. Activities cover developing concepts of operations, exploring patterns and relationships, and building an understanding of mathematical structure. (KR)

The described activities give children an opportunity to use geometric ideas to reinforce arithmetic concepts and to use arithmetic ideas to generate geometric figures (both circles and polygons). (MNS)

Assessing Markman's hypothesis that the organizational principles underlying collection concepts facilitate children's performance on cognitive tasks requiring part-whole comparisons, three experiments indicated that the facilitative effect of collection labels appears to be specific to the class-inclusion task. Results suggest that Markman's…

Compares the cognitive representation of number of 24 American, 25 Chinese, 24 Japanese, and 40 Korean first-graders, and 20 Korean kindergartners. Chinese, Japanese, and Korean children preferred to use a construction of tens and ones to show numbers, whereas English-speaking children preferred to use a collection of units. (RJC)

This research was designed to document the ability of Down's Syndrome children aged 5-10 to perform equivalence tasks, and to investigate possible relationships between such performance and the presence of certain potentially confounding task variables. (MNS)

Use of a microcomputer spreadsheet program to help students understand long division is described. An example of a problem with powers of 10 used with seventh graders is presented, with note of another lesson on decimals for grade 6. (MNS)

Why students have difficulty with a proof (such as Cantor's) is discussed, with the focus on proof by contradiction. Methods may fail due to the difficulty of the concept and lack of understanding of how students are thinking. (MNS)

Analyzes (n=346) grades 4-8 children's partitioning strategies in terms of a framework that translates economy in number or size of pieces and use of perceptual cues into sophistication in unitizing. Proportionately more students used economical partitioning strategies than used less economical cut-and-distribute strategies. (Author/MKR)

Presents a mathematics investigation in which students discover number patterns in physical structures and express their generalizations algebraically. (MKR)

Analysis of the role that (n=4) second graders' use of the hundred board played in supporting their conceptual development found that the board did not support the construction of increasingly sophisticated concepts of 10, but did support their ability to reflect on their mathematical activity. (54 references) (Author/MKR)

Included are activities and guidelines which suggest ways to use large numbers in relative terms so that they can become more meaningful for elementary mathematics students. Several spreadsheet projects illustrate the incorporation of the recommendations from the NCTM Standards dealing with number sense. (JJK)

Describes a number line created by fourth-grade students containing paper rectangles to represent the basic multiplication facts. The use of this number line can help students to understand factoring, prime and composite numbers, and beginning fraction concepts. (MKR)

Quantitative literacy for students with deafness is addressed, noting work by the National Council of Teachers of Mathematics to establish curriculum standards for grades K-12. The standards stress problem solving, communication, reasoning, making mathematical connections, and the need for educators of the deaf to pursue mathematics literacy with…