Two studies sought to determine the developmental relationship between the child's use of counting as a notational symbol system to extract, compare, and reproduce numerical information and the development of number conservation. Subjects were four- to six-year-old children in Study 1 and seven- to nine-year-old learning disabled children in Study…

Presented is a derivation for the matrix representation of an arbitrary boost, a Lorentz transformation without rotation, suitable for undergraduate students with modest backgrounds in mathematics and relativity. The derivation uses standard vector and matrix techniques along with the well-known form for a special Lorentz transformation. (BT)

An explanation of strong base effect demonstrates that deprotonation of a reactant shifts an equilibrium toward reactants in the same way that a deprotonation of a product shifts it towards products. (Author/SA)

Compares the relative difficulty of four types of word problems. Other variables considered are grade level, sex, order of testing, and performance on a computational skills test. (MK)

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)