A 30-minute lesson on exponents was taught to 249 fourth graders assigned randomly to groups of 1, 2, 5, or 23. Students in the smaller groups had better attainment of ten objectives than did those in the group of 23. Individual instruction was better than instruction in groups of five. (MS)

Completing a picture by connecting appropriate dots is used as a vehicle for a drill exercise in number facts. Two worksheets are provided. (DT)

The problem of evaluating a student's mathematics project is discussed. (MM)

An outline of the way that fractions might be presented in ninth grade algebra is given, and implications for elementary school instruction are noted. (DT)

The ability of 135 first, second, and third grade classes to solve open sentences involving sums between 10 and 18 was investigated. Performance appeared to be related to grade level, operation, the position of the placeholder, and the existence of a solution within the set of whole numbers. (Author/DT)

Reported is a study of the interaction between figural and semantic abilities (as defined in Guilford's Structure of the Intellect") and success in a programmed unit in modular arithmetic. The subjects were prospective elementary teachers. Significant interactions were found between both figural and semantic factors and methods of instruction.…

Methods are presented for teaching the meaning of exponential functions, Euler's formula, De Moivre's theorem and Maclaurin's series for exponentials, cosine, and sine to juniors or seniors in high school. (JG)