Describes the incorporation of math concepts into snacktime for prekindergarten students through a self-serve center with a snack menu. Children gain experience in counting, sequencing, and measuring continuous quantities; understand the concepts of sets, uniform units, more and less, equal quantities, fractions, zero, and patterns. (KB)

Examines the philosophy behind the issue of computational fluency in "Principles and Standards." (Author)

Describes a multisensory method for teaching the order of operations. (YDS)

Presents an activity investigating what happens when a decimal point is in the wrong position or used at all. (YDS)

Explains how middle school mathematics topics are often taught as separate, discrete topics without a unifying thread. Discusses the importance of proportionality as a concept with the potential to untie, relate, and clarify many important, complex middle grades ideas into a cohesive theme. (YDS)

Discusses a method of cubic splines to determine a curve through a series of points and a second method for obtaining parametric equations for a smooth curve that passes through a sequence of points. Procedures for determining the curves and results of each of the methods are compared. (YP)

Presented is an example of a typical geometry theorem which can be used to create geometry test questions and geometry contest questions. Thirteen problems are suggested. (CW)

Considered was the question of whether a strategy that was widely used by young children in clinical interviews occurred in less structured situations. Findings indicated that it did not occur in the performance of a routine counting task by preschoolers. Reasons for apparent discrepancies are discussed. (CW)

Four algebra problems and their solutions are presented to illustrate the use of a mathematical theorem. (CW)

Discusses how to use calculators in the mathematics classroom. Provides some teaching examples. (YP)

Discusses a number series made from the multiplication of numbers to digits. Presents a number series for diverse multiplication numbers. (YP)

Describes the "Buffon's Needle" problem, which is calculating the probability that a needle will cross one of two separated lines. Calculates the probability when the length of the needle is greater than the space of the two lines. Provides an analytic solution and the results of a computer simulation. (YP)

Describes how to teach the solving of multistep problems without recording the intermediate results. Stresses using calculators having memories and necessary functions. Provides activity worksheets. (YP)

Presents a three-component model of arithmetical development in young children. Applies this model as a basis for analysis of developmental processes in early mathematics learning that may be universal. (RJC)

The advantages of using interviews to diagnose children's needs are discussed. General interview strategies and specific questions for gaining insight into a student's understanding of the four operations are presented. (MNS)