Considers the random sum SN+X1+X2+...+XN with a stopping rule N=min((n: SN absorbing Markov chain. (AIM)

Presents various simple activities to use with two-color counters as a vehicle for teaching concepts such as observation, classification, counting, recording, graphing, developing relational language, number sense, and beginning ideas of probability. (AIM)

Time taken to count stimuli was compared among three groups each composed of 22 elementary-aged children (with autism, with moderate learning difficulties, and normally developing). Results suggest that children with autism showed a tendency toward an analytic level of processing. While groups differed on measures of counting speeds, children…

Presents a classroom activity in which students build and learn to use their own abacuses. Describes the lesson that combines mathematics, art, and social studies. (KHR)

Examines methods and types of estimation. Characterizes fruitful in-class estimation tasks by exploring the validity and possible extensions of "marble jar" estimation. (KHR)

Studied the effects of calculator use on performance on the Scholastic Assessment Test I through a questionnaire completed by 202,391 examinees in 1996 and 215,034 in 1997. Use of calculators was associated with higher performance, but the more able students were more likely to have calculators. Overall, the effects of calculators were found to be…

Children (N=20, age 9-12) with severe dyslexia were slower in counting from memory and naming alternating digits and letters than children with milder reading impairment. The children most disabled also had poorer phonological sensitivity, shorter digit spans, and lower verbal intelligence quotients. (Author/DB)

Included are activities published in this regular column in the "Arithmetic Teacher" from 1980-90 organized by topics and presented in a month-by-month format. Topics include estimation, fractions and decimals, geometry and spatial sense, measurement, number sense and numeration, problem solving, statistics and probability, and whole number…

Applications of physics concepts related to the activities of dinosaurs are presented. Problems of mass, speed and motion, and sound are discussed. Solutions to the problems are shown. (CW)

Discussed are the molecular electronic terms which can arise from a given electronic configuration. Considered are simple cases, molecular states, direct products, closed shells, and open shells. Two examples are provided. (CW)

Presents an approach to help elementary school teachers understand the difficulties involved in division by zero. Teaching suggestions to help guide students are included. (YP)

Describes examples of rational representation as a guide for translating terminology and information encountered in manuals for computers. Discusses four limitations of the representation. (YP)

Discusses arithmetic during long-multiplications and long-division. Provides examples in decimal reciprocals for the numbers 1 through 20; connection with divisibility tests; repeating patterns; and a common fallacy on repeating decimals. (YP)

Describes a model for geometrical probability. Presents two examples of basic theories of probability using geometrical probability. Provides three problems using the described theorem. (YP)

Discusses the planning, organizing, and implementing of a week of mathematics activities at an elementary school. Describes five activity stations, including activities for mental mathematics, calculator mathematics, estimation, geoboards and tengrams, and graphing and estimation exercises. (YP)