Investigated the development of number concepts and addition skills in Japanese children. Found that children's use of addition strategies, rather than their solution accuracy, changed primarily as a function of schooling, not age. Children's Base 10 number concepts improved with the amount of schooling, as well as with other social and…

Examines issues relevant to the development, implementation, and evaluation of educational software in mathematics in the particular context of a Mathwise module covering the topic of complex numbers. Presents results of an evaluation exercise and some conclusions on issues of design and implementation. Contains 13 references. (ASK)

Presents an integrated lesson on planning a garden and planting seeds with a focus on number concepts and Fibonacci numbers. (ASK)

Examined development of number concepts among participants from the beginning and end of first grade, third and fifth grades, and university. Found that the numerical distance effect appeared in all groups. Found size congruity effect began to appear at the end of first grade. Proposed a model of internal representation of magnitude asserting that…

Reports on an instructional method designed to address the cognitive gaps in children's mathematical development where operational conceptions give rise to structural conceptions. Describes two experiments in teaching integers and conceptualizes modeling as the transformation of outside-school knowledge into school mathematics. (Contains 28…

Describes how games can be used to help children practice their arithmetic by using a game-playing format. (ASK)

Discusses essential parts for better numeracy instruction, including confidence, attitude, content, and context. Suggests implications for numeracy teaching and learning. (ASK)

Outlines some ways in which games such as board games, card games, trading games, or match the rule may be used to improve students' mathematical skills while maintaining a positive classroom atmosphere. (ASK)

Examined whether preschoolers could recognize numerical equivalence for comparisons involving sequentially presented sets. Found that children recognized numerical equivalence for static sets earlier than for sequential sets. Memory of the number of sequentially presented objects emerged earlier than memory for the number of sequential events.…

Presents activities that are the result of reflections on trial-and-error experiences teaching about numbers to young children. (ASK)

Provides some examples of mathematics problems that have solutions involving triangular numbers. Illustrates the observation of number patterns from which conjectures and generalizations can be made. Suggests other extensions for further investigation. (ASK)

Provides opportunities for children to develop visual images of the number situations they are exploring in order to develop powerful number sense. Illustrates two visual teaching aids to help young children develop number images. (ASK)

Recent work suggests that infants rely on mechanisms of object-based attention and short-term memory to represent small numbers of objects. Such work shows that infants discriminate arrays containing 1, 2, or 3 objects, but fail with arrays greater than 3 [Feigenson, L., & Carey, S. (2003). Tracking individuals via object-files: Evidence from…

In this article, the author believes that a visual image of the number system is helpful to everyone, especially children, in understanding what is, after all, an abstract idea. The simplest model is the number line, a row of equally spaced numbers, starting at zero. This illustrates the continuous progression of the natural numbers, moving to the…

Born in 1707, Leonhard Euler was the son of a Protestant minister from the vicinity of Basel, Switzerland. With the aim of pursuing a career in theology, Euler entered the University of Basel at the age of thirteen, where he was tutored in mathematics by Johann Bernoulli (of the famous Bernoulli family of mathematicians). He developed an interest…