Examples are presented of the use of the direct product in chemical group theory. (BB)

The possible subtle influence of calculators in the routine evaluation of the arithmetical proficiency of students is noted. The authors show with statistical interpretation the results of a study conducted on a class of 71 first-year professional pharmacy students taking a two-credit hour pharmaceutical calculations course. (LBH)

This study examined problem solving and number-fact skills in two subgroups of third graders, those (n=12) with difficulties only in mathematics (MD-specific) and those (n=12) with difficulties in both reading and mathematics (MD-general). On both story and number-fact problems, the MD-general group performed worse than nonimpaired students,…

Presents three methods invented by fourth graders for obtaining the arithmetic mean. This presentation is in support of the idea that encouraging children to invent their own mathematical processes is a good way for them to clarify the idea of representativeness and consequently the teacher can facilitate the students' construction of higher…

Presents two examples of using the limitations of calculators to help students understand important mathematical ideas. The first example shows how a simple algebraic calculation can make a recursive model work long enough to perform the job at hand while the second shows how the limitations of a calculator can be used to introduce the need for…

Explores the concept of partitive division in a 4th grade class. Uses students' concrete and pictorial representations to examine the mathematics in a story. (KHR)

Describes the incorporation of math concepts into snacktime for prekindergarten students through a self-serve center with a snack menu. Children gain experience in counting, sequencing, and measuring continuous quantities; understand the concepts of sets, uniform units, more and less, equal quantities, fractions, zero, and patterns. (KB)

Examines the philosophy behind the issue of computational fluency in "Principles and Standards." (Author)

Describes a multisensory method for teaching the order of operations. (YDS)

Presents an activity investigating what happens when a decimal point is in the wrong position or used at all. (YDS)

Explains how middle school mathematics topics are often taught as separate, discrete topics without a unifying thread. Discusses the importance of proportionality as a concept with the potential to untie, relate, and clarify many important, complex middle grades ideas into a cohesive theme. (YDS)

Discusses a method of cubic splines to determine a curve through a series of points and a second method for obtaining parametric equations for a smooth curve that passes through a sequence of points. Procedures for determining the curves and results of each of the methods are compared. (YP)

Presented is an example of a typical geometry theorem which can be used to create geometry test questions and geometry contest questions. Thirteen problems are suggested. (CW)

Considered was the question of whether a strategy that was widely used by young children in clinical interviews occurred in less structured situations. Findings indicated that it did not occur in the performance of a routine counting task by preschoolers. Reasons for apparent discrepancies are discussed. (CW)

Four algebra problems and their solutions are presented to illustrate the use of a mathematical theorem. (CW)