Estimation of measurements is discussed, with a definition, rationale, strategies, teaching suggestions, and several references. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

The conceptual difference between understanding and algorithmic performance is examined first. Then some dilemmas that flow from these distinctions are discussed. (MNS)

Discussed the use of Cuisenaire rods in teaching the multiplication of fractions. Considers whole number times proper fraction, proper fraction multiplied by proper fraction, mixed number times proper fraction, and mixed fraction multiplied by mixed fractions. (JN)

Results from a study of 485 young children provided evidence that the development of counting skills is an evolving process in which parts of a relatively simple rule are replaced by features that enable the child to perform an increasingly broad range of counting tasks. (Author/BW)

Research on computational estimation is presented. Key processes used by good estimators and characteristics of good estimators are included as well as other research findings. (MNS)

Some strategies for avoiding misconceptions about the greatest common factor and the least common multiple are presented. Several alternative methods for computing each are given. (MNS)

The necessity for developing computational estimation procedures has resulted from an increased availability of calculators and microcomputers in the classroom. This article reports on a study of middle school students who were given computational problems to estimate and explain how answers were obtained. Results are discussed. (Author/DF)

Compares the ability of students in Michigan (N=302) and Scotland (N=221) to do simple calculation exercises and relational/practical problems involving number and operation. Although this is not a controlled statistical study (data collected included birth date and sex), sample sizes are sufficient to make the reported results meaningful. (JN)

Three tests with increasingly more difficult sentence structures, developed for use with children at fourth-grade level or below in reading vocabulary and in mathematical computations, were administered to 30 eighth-grade Ss. Results revealed a significant difference between the test with greater syntactical complexity and the two other tests.…

Describes the use of a programmable calculator for student experiments, grading of laboratory reports, and assigning accuracy and precision scores. (GS)

Student reactions to calculators, some pedagogical questions that may need further investigation, and some classroom management suggestions are discussed. (DT)

Several activities are suggested in which children practice computation as a purposeful part of that activity. (DT)

Describes one program each for performing Fourier analysis and synthesis with a Hewlett-Packard HP-25 calculator. (MLH)

This chapter examines the core analytic elements of randomized experiments for social research. Its goal is to provide a compact discussion for faculty members, graduate students, and applied researchers of the design and analysis of randomized experiments for measuring the impacts of social or educational interventions. Design issues considered…