Five intuitive explanations of division by zero that arise from the common models used in the elementary school to introduce whole number division are presented. (MK)

Some history, applications, and unique characteristics of zero are discussed. (MK)

Masters of worksheets designed to generate interest in mathematics and provide mathematical experiences that lead to the introduction of the concept of a variable are presented. (MK)

Curricular placement of and emphasis on common and decimal fractions are discussed. Suggestions include: retaining common fractions in the curriculum, teaching decimal concepts and notation earlier, reducing fraction computation complexity, and moving fraction computation upward in the curriculum. (MK)

Written for teachers of "liberal arts physics," this article about logarithms outlines a way to review arithmetic skills in manipulating powers, discusses the attitude of physicists toward numbers, and gives an introduction to estimation. (MK)

A method is presented for determining cube roots on a calculator with square root facility that has a rapid rate of convergence. (MP)

An activity leading to the discovery of a property of primes is suggested for encouraging algebra students to make nontrivial conjectures. (MP)

Tree diagrams with numbers in a given pattern generate questions related to pattern recognition and number concepts such as binary numbers and exponentials. (MP)

The use of dice and dominoes in the classroom is discussed as leading from counting activities to pattern recognition and discovery learning. (MP)

Graphing activities appropriate for grade levels K-8 are outlined and worksheets given. Topics involved include classifying, bar graphs, remainders from a series of divisions, and the greatest common factor of two numbers. (MP)

Methods of incorporating the history of mathematics into secondary school mathematics lessons are discussed. (DT)

A week-by-week readiness program for preschool and early primary children. (Editor)

When shown a pair of digits and asked to select the larger of the two, subjects make their choice more quickly as the numerical difference between the digits increases. Presents and tests a semantic coding model that can explain this and all previous results. (Editor)

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,…