An instructional sequence in which number lines and beads are used to illustrate addition and subtraction of directed numbers is described. (SD)

In a thesis written for the Doctor of Arts in Mathematics, the connection between Euclid's algorithm and continued fractions is developed and extended to n dimensions. Applications to computer sciences are noted. (SD)

An activity that offers computational practice, pattern recognition, and the formulation of generalizations is described. (JT)

A computer program which produces a print-out of one million items is given in elementary Fortran. Observations of the print-out help students relate to such a large-number concept. (JT)

The authors illustrate the magnitude and application of the concept of a "googol" (ten raised to the one hundred power) in searching for entities that exist in such number. (MN)

A method for obtaining the least common multiple and the greatest common factor of a pair of numbers without using prime factorization is examined. (JT)

Many activities are described for teaching two fundamental concepts concerning one-half. These concepts are one-half of a number and one-half of the size. (JT)

Available from: Journal for Special Educators of the Mentally Retarded, 179 Sierra Vista Lane, Valley Cottage, New York 10989. Methods of teaching addition and number concepts to educable mentally retarded students through concrete objects, memory exercises, and clock arithmetic are discussed. (CL)

Preservice elementary teachers were given the task of showing a special case of the Pythagorean theorem by paper cutting. In the process they developed approximations to the square root of two. (SD)

The article considers various learning disabilities in mathematics and suggests teaching approaches such as ways to increase instructional time and the importance of building both computation skills and concepts. (DB)

Several ways to present two theorems (concerning a square matrix and a property of prime numbers) are demonstrated. One way for each theorem is more stimulating, better setting the stage for the proofs. Several methods of presenting proofs are illustrated, with the outcomes considered from the learner's viewpoint. (MNS)

Discussed is the topic of least common multiple (LCM), a rationale for its importance, and suggestions for when and how to teach it. (RH)

Described is the development and implementation of a course on the history of irrational numbers for inservice mathematics teachers in Israel. Some of the materials included in the course are discussed. (RH)

Presents a variety of mathematics activities for students to solve. Sections are included on geometrical dissection, prime numbers, trigonometry, and number concepts. (RH)

Using factoring as an aid to mental multiplication is illustrated. Other suggestions for teaching mental computation are also included. (MNS)