Describes a number sequence made by counting the occurrence of each digit from 9 to 0, catenating this count with the digit, and joining these numeric strings to form a new term. Presents a computer-aided proof and an analytic proof of the sequence; compares these two methods of proof. (YP)

Presents a covariation approach to learning exponential and logarithmic functions based on a primitive multiplicative operation labeled splitting that is not repeated addition. Suggests that students need the opportunity to build a number system from splitting structures and their geometric forms. (30 references) (MKR)

Discusses explorations that students can engage in using the interstate highway system. (MKR)

The teaching of negative numbers poses problems at the school level. A historical account of the intellectual difficulties in the evolution of negative numbers and a method of viewing negative numbers as an extension of the number system to help overcome these difficulties are presented. (MDH)

Presents an activity using fractal cards--eye-catching pop-up cards--by applying simple iterative processes to single sheets of paper. This activity incorporates the concepts of measurement, number systems, sequences, series, limits, recursion, iteration, self-similarity, and fractional dimensions. Contains 12 references. (ASK)

As students translate number words into the language of mathematics they explore number composition, equivalent expressions, and patterns in numbers and words. (MKR)

The NCTM curriculum states that students should be able to "compare and contrast the real number system and its various subsystems with regard to their structural characteristics." In evaluating overall conformity to the 1989 standard, the National Council of Teachers of Mathematics (NCTM) requires that "teachers must value and encourage the use…

Hypothesizing that subtraction of (negative) integers requires formal operations, the author describes a study of children's understanding of related concepts. The study involves the use of apparatus embodying properties of the number line. (SD)

The author describes a model for operations on the set of rationals. Thi s model, used by students in a laboratory situation, is based on an easily constructed number balance. (SD)

This booklet is designed to introduce computers to children. A letter to parents is provided, explaining that a unit on computers will be taught which will discuss the major parts of the computer and programming in the computer language BASIC. Suggestions for teachers provide information on starting, the binary system, base two worksheet, binary…

Instruction on properties of whole numbers, the meanings of operations on whole numbers, symbolic representation and algorithms for completing these operations is discussed. Many activities appropriate to each of these topics, and suitable for primary school children, are presented. (SD)

A series of activities designed to help primary school children understand the meaning of the term "fraction," the symbolization, and equivalence of fractions are presented. Identification of units and pictorial representation are stressed, as is the uses of concrete materials. (SD)

IT IS SUGGESTED THAT THE SECOND YEAR OF ARITHMETIC INSTRUCTION SHOULD BEGIN, IF NECESSARY, WITH REVIEW OF THE WORK OF THE PREVIOUS GRADE. THE NUMBER SYSTEM SHOULD BE DEVELOPED WITH BACKWARD AND FORWARD COUNTING AND THE INTRODUCTION OF 10 AND THE ZERO. THE WHOLE NUMBERS UNIT SHOULD DEVELOP MULTIPLICATION AND DIVISION FACTS THROUGH GROUPS UP TO…