Explains the use of a convex lens as a thick mirror. Shows the expression for the power of this type mirror. (YP)

This study: (1) documented the spontaneous derived facts strategies (DGSs) that second-grade children (N=23) used; (2) investigated how training in use of DFSs influenced the solution strategies children used to solve addition and subtraction problems; and (3) examined the role of DFSs in the transition to recall of number facts. (JN)

Ideas are given on how to teach children to make estimates in measurement. (MNS)

Suggests activities which provide students with opportunities to give meanings to symbols and to find reasons for doing computations. Includes investigations with a pendulum, circular running track, salary increases, and container volume. Indicates that teachers should place less emphasis on drill and manipulation to give meaning to abstract…

Compares the Genevan and Cattell-Horn theories of intelligence and describes both similarities and differences. Describes a study investigating the relation of the Piagetian operative level to the child's ability to use crystallized solution procedures (aids) in making elementary numerical comparisons. (HOD)

After summing up the current status related to estimation and mental computation, what needs to be done to promote increased instruction on these topics is discussed. (MNS)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Discusses the use of computer programs in science and mathematics. Provides examples of how computation offers a new means of describing and investigating scientific and mathematical systems and how computer simulation can be used to examine new kinds of models for natural phenomena. (JN)

Pertinent findings from research on problem solving are presented to describe how primary-level children may gain an understanding of addition and subtraction as well as practice computational skills through one-step problems. Then suggestions for teaching problem solving are given. (MNS)

Exercises are used when beginning work with calculators to help pupils think about what they are doing. Four worksheets are included, with discussion of their objectives. (MNS)

Discusses students' inability to make the connection between manipulative materials and pencil-and-paper calculations in mathematics instruction. Outlines the development of mathematical ideas through the concrete, representational, and abstract phases of instruction. An annotated bibliography listing teacher resources for representational-level…

Activities involving spinners and dice are presented. Making the materials is noted, followed by activities on counting, computation, probability, fractions, and other ideas. (MNS)

Presents an instructional process designed to achieve educational objectives (comprehension, analysis, evaluation, synthesis, and application) in introductory computer programming and applications courses through student projects. The projects involve goals based on these objectives and integrate computational techniques, plotting displays, and…

Two worksheets are given, outlining algorithms to help students determine the day of the week an event will occur and to find the date for Easter. The activity provides computational practice. A computer program for determining Easter is also included. (MNS)

Using 48 undergraduates, this study tested whether improving students' knowledge of balance rules through experience with a balance beam promotes understanding of the weighted mean. Subjects classified as nonbalancers performed significantly better on the transfer problems if they had been given balance training rather than assigned to the control…