Two traditional presentations introducing the calculus of exponential functions are first presented. Then the suggested direct presentation using calculators is described. (MNS)

A human interest account of the discovery of a mathematical formula is given. (Author/MK)

Describes a program written in BASIC, called BIGNUM, that was designed to aid in handling big numbers. The program adds, subtracts, multiplies, divides, and raises to a power integers of up to 1024 decimal digits and is thought to be usable on many types of machines. (MP)

A history of perfect numbers is presented, which briefly covers the 27 values known at this time. (MP)

In a replication study, children 3 and 4 years old were given verbal rule training in order to probe the importance of identity, reversibility, and compensation explanations in training number and length concepts. Among the results, as before, identity was found to be the most significant factor in conservation acquisition. (Author/RH)

Results at the end of one year showed that the experimental group mastered an average of 32 objectives while the control group averaged 15.5, suggesting that hierarchically sequenced mathematics curricula may provide an effective approach to the teaching of number concepts to the severely and moderately retarded. (Author/DLS)

Common mistakes pupils make when adding fractions are categorized and analyzed. (MP)

The article presents a general test for divisibility that includes composite numbers and shows that such a test can be used to determine divisibility by several numbers simultaneously. (MK)

Suggestions for teaching the concept of division by zero are given. (MK)

A systematic search is given for products where reversing the digits does not change the answer. Related questions are suggested that can be solved by the same discovery approach. (MP)

The use of a multiple approach using both geometric and algebraic contexts is suggested in teaching concepts. Several examples are given including area and multiplication, length and number, and functions and power. (MP)

Difficulties encountered by a dyscalculia child are discussed and remedial activities suggested. Disturbances discussed are verbal, visual-spatial, reading and writing numbers, operations, understanding concepts, and place value. (MP)

Two inquiry-oriented lessons that involve students in numerous computations, but are also enjoyable mathematics activities, are described. Drill activities are camouflaged by the challenge of a game. (MP)

A series of lessons concerning money and place value is described and instructional techniques are analyzed. (DT)

Ways in which elementary children can learn the concept of "zero" are described. (DT)