The author argues on theoretical grounds that not all "logical" pre-number activities are equally relevant for numeracy, and concludes with a practical suggestion for the kind of activity which does have particular relevance. (MN)

This study compares three methods of introducing two-digit numeration. It is concluded that teachers should build on the preschool exposure children have in counting past ten, rather than have children begin by counting out groups of tens and ones and only later in the process use the normal number names. (MN)

Two ideas to use as a bulletin board display as an activity center, or as worksheets emphasizing whole number concepts are described. (JT)

Teaching basic number concepts by developing slides which picture the students themselves is described. (JT)

A series of learning activities used in grades one and two to teach number conservation and arithmetic are presented in detail. The activity sequence is based on working with one-to-one correspondences for a lengthy period before introducing arithmetic operation. The author claims the approach is very successful. (SD)

The examples given in this article served as models for the basic principles of "Peer-Mediated Instruction," the focus of six years of classroom research at Teachers College, Columbia University and one approach to the buddy-system of teaching. (Author/RK)

The work of Ladislav Kosc on dyscalculia is presented. His work on meanings, forms, terminology, diagnosis, correction principles, factors in mathematical ability, language dysfunctions, and publications are each included. (MNS)

Teaching sequences designed to develop strategies for comparing numerals in grade two (in France) were analyzed. Children's strategies were noted, and an experiment confirmed underlying misconceptions concerning number. (MNS)

Three models are compared in terms of detail, scope, attention to individual differences, and how they deal with qualitative change and semantic processing. Two are information-processing models of arithmetical word problem-solving performance, and the third is a model of children's counting types and thinking strategies. (MNS)

Presented are the purposes served by mathematical investigation--the exploration of open situations in a relatively unstructured way--and an example (investigating numbers adding to 13), with numerous questions and conjectures. (MNS)

Presented is a theory of how competence with written mathematical symbols develops, tracing a succession of cognitive processes that cumulate to yield competence. Arguments supporting the theory are drawn from the history, philosophy, and psychology of mathematics. (MNS)

Ten experiments examined the effect on the performance of 265 nursery schoolers through first graders using collection versus class terms to describe sets of familiar objects. No facilitative effect of collection terms occurred on number tasks; in a class-inclusion task, performance was better with collection than class terms. (SLD)

Presents number tricks appropriate for use in workshops, mathematics clubs or at other times when stressing recreational mathematics. (PK)

Examines several uses of the word cancel and suggests alternative terminology. In particular, arithmetic and algebraic examples are used to illustrate problems associated with the term cancel. (PK)

Describes a finger pattern method for teaching subtraction. It is suggested that the method has several advantages over the usual methods children adopt. (PK)