Several examples of solid figures that calculus students can use to exercise their skills at estimating volume are presented. Although these figures are bounded by surfaces that are portions of regular cylinders, it is interesting to note that their volumes can be expressed as rational numbers. (JJK)

This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

A class of 32 fourth graders, who studied inverse operations in grades 1-3, was given 3 written tests, each followed by an interview, to see how well they could simplify computations using inverse operations. Most could not evaluate 28 + 75 - 75, for example, without performing all operations. (GW)

Presents a game along with several variations involving three players using three-digit numbers to help students improve their number sense on decimal numbers and fractions. (ASK)

Describes picture books that can provide a foundation for the development of young children's understanding of mathematics. Includes specific activities for teachers to use along with picture books to enhance children's understanding of the concepts of classification, seriation, number, spatial relations, and time. (MDM)

Suggests that political apathy among young people is the result of not having the conceptual tools necessary to comprehend present issues. Argues that to grasp many issues, students need to be mathematically literate, which many are not. Suggests that instructors should expose students to comparative numbers more often. (DSK)

This study compared the involvement of American and Chinese mothers in their 5- and 7-year-old children's number learning in their everyday experience and during mother-child interaction on mathematics tasks pertaining to proportional reasoning. Results indicated that Chinese mothers of both the 5- and 7-year-old children were more likely to teach…

This microgenetic study investigated similarities and differences in use and discovery of addition strategies in children with and without mild mental retardation across 24 sessions. Nine children with mild mental retardation in third through fifth grade classrooms and 14 children without mental retardation in kindergarten classrooms were tested…

In an age of scientific method much of any individual's thinking is quantitative. He lives in a world in which every situation involves concepts of quantity, amount, size, or number. He employs number language, that is, number names and signs to express his quantitative ideas. These various number names and signs constitute the medium for his…

A major advance in the field of reading over the past 15 years has been the development and validation of screening measures that can detect with reasonable accuracy those kindergartners and first graders likely to experience difficulty in learning to read. Increasingly, these students now receive additional instructional support during the…

Set: Research Information for Teachers, is published twice a year by the New Zealand Council for Educational Research and the Australian Council for Educational Research. This document draws together 16 articles on mathematics from previous issues grouped into three categories: general, primary, and secondary. The titles are: (1) "Contents…

This study investigated the effects of presenting future target behaviors in the consequent event following correct responses of current target behaviors when teaching five preschoolers with developmental delays to name numerals. A 3-second constant time delay procedure was used to train two sets of numerals. During instruction, correct responses…

This book presents 129 problems selected from the calendar problem section of the "Mathematics Teacher" to supplement regular mathematics textbook offerings for middle grade teachers and students. The problems are categorized by six topics: (1) Numbers; (2) Computation; (3) "Oldies but Goodies"; (4) Offbeat and Unusual; (5)…

Children rarely cite more than one strategy when asked to explain how they solved a particular arithmetic problem, hence their verbal explanations will not necessarily reveal whether they have considered multiple strategies on that problem. However, previous work has shown that, when asked to explain their performance on a task, children often use…

Games and activities which involve problem solving are presented in order to help teachers develop the numeric, geometric, and logical thought processes of elementary school students. The activities and games (many of which are pencil-and-paper) require using logic, plan-ahead strategies, spatial reasoning, strategies based on prior patterns or…