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)

The use of developmental algorithms to develop skills is described. Children make the transition from using concrete materials to using a standard algorithm. (MNS)

Several problem-solving activities involving only 0-9 to be used with sets of ceramic tiles are presented. Finding specified sums, differences, or products is the object of most of the problems. (MNS)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)

Two simple empirical approximate Bayes estimators are introduced for estimating domain scores under binomial and hypergeometric distributions respectively. Criteria are established regarding use of these functions over maximum likelihood estimation counterparts. (SLD)

Describes data analysis activities for grades three through six using unshelled peanuts. Includes two reproducible student worksheets. (MKR)

Shows how to model Newton's method for approximating roots on a spreadsheet. (MKR)

A study with 29 preschoolers showed that a statistically significant number of them successfully reassigned tags in counting (ordinality) but failed to predict that differently ordered counts would produce the same outcome (cardinality). Results indicated that children may not entirely understand implications of their counting actions. (Contains…

Examines the hypothesis that problem comprehension and computational processes interact during the solving of arithmetic word problems. Results suggest the absence of any interaction between the two processes. Questions the notion that automatized retrieval facilitates problem solving, as well as assertions suggesting that increasing computational…

Many students can calculate the arithmetic mean but do not understand the concept. The article presents four activities designed to help elementary and middle school students develop this concept. The activities presented assume previous exposure to the computational algorithm for the arithmetic mean. (Author/EK)