Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…

Describes computation of a continued radical to approximate the golden ratio and presents two well-known geometric interpretations of it. Uses guided-discovery to investigate different repeated radicals to see what values they approximate, the golden-rectangle interpretation of these continued radicals, and the golden-section interpretation. (KHR)

Describes a multicultural enrichment project for 4th graders that highlights number systems and computation algorithms of various cultures. Discusses student responses and reactions. (KHR)

A study of 1,848 Chinese children from birth through 6 years of age found that the ability of Chinese children in counting, counting backward, repeating digits, repeating reversed digits, and comparable activities was stronger than was indicated by the Stanford-Binet Scale and other data. (CB)

Two learning-disabled, three educable mentally retarded, and two trainable mentally retarded senior secondary students were trained to count money rapidly. All subjects significantly improved their counting rates, maintained a 90 percent level of accuracy, and maintained their skills across settings and over time. (Author/JDD)

This article describes techniques that utilize literature to help students develop a number sense and to enliven math classes. Books and activities are suggested that address concepts of pattern and order, counting, estimation, factorial analysis, and exponents. Techniques incorporate open-ended discussions that leave room for emotion, intuition,…

Discussed are students' understandings of the relationship between fraction and decimal interpretations of rational numbers, where both interpretations are represented symbolically. The methodology employed in this study, interviews, results, and a discussion of the implications of the results are presented. (CW)

The NCTM Standards regarding whole number computation and computation and estimation are reviewed and explored. Activities for implementing this portion of the Standards in grades K-4 and 5-8 are suggested. (CW)

Describes two activities for developing computational skills, discovering patterns, checking answers, and factoring quadratics and equivalent fractions. Provides worksheets for the activities. (YP)

Discusses the generalization of the meaning of multiplication for whole numbers. Presents an example for multiplication of fractions. Provides several diagrams to help improve understanding. (YP)

Presents a calculator-type computer program, CLICAL, in conjunction with complex number, vector, and other geometric algebra computations. Compares the CLICAL with other symbolic programs for algebra. (Author/YP)

Describes the Calculator-Aware Number (CAN) curriculum developed by the Primary Initiatives in Mathematics Education (PrIME) project. Summarizes the CAN curriculum as it relates to learning by children and use by teachers. (YP)

Presented are definitions and a grid to clarify relationships between terms. Discussed is an example of the application of Einstein coefficients and some suggestions for teaching this concept. (CW)

Discusses a calculation method to approximate pi. Describes how to get an approximation to the circumscribed and inscribed perimeters of regular polygons of n sides. Presents the computer program and result of the approximation. (YP)

It is argued that number sense develops through meaningful, purposeful activities involving calculating, measuring, and estimating. Understandings that must be developed with each are discussed. More emphasis needs to be placed on thinking about the various procedures that can be used to solve problems and on interpreting the answers. (MNS)